P araprofessional T oolkit KIDS AS SELF ADVOCATES

Transcription

1 P araprofessional T oolkit KIDS AS SELF ADVOCATES

2 About National Kids As Self Advocates (KASA) KASA is a national, grassroots project created by youth with disabilities for youth. We are teens and young adults with disabilities speaking out. KASA knows youth can make choices and advocate for themselves if they have the information and support they need. We are leaders in our communities, and we help spread helpful, positive information among our peers to increase knowledge around various issues. We also help health care professionals, policymakers and other adults in our communities understand what it is like to live our lives, and we participate in discussions about how to help each other succeed. KASA is funded through the National Center for Family / Professional Partnerships (Family Voices-U40MC00149B0), other grants and private donations. How This Toolkit Was Created This toolkit was created from a survey of KASA membership asking young people to share their experiences with paraprofessionals and about how that relationship was supported by school personnel. They were asked to share any advice or ideas they had for school personnel or paraprofessionals. The tip sheets in the paraprofessional, school administrator and checklist sections are framed around the answers to the questions from surveys. The tip sheets for youth were created by young people part of the KASA Task Force based on survey input and personal experiences. What are Paraprofessionals? To share the definition used as part of our national survey of youth with disabilities, we defined paraprofessionals as: Someone hired by the school to help with different activities during school (aide) Someone who takes notes and/or writes for disabled students at school Someone who is not a peer tutor Assisting with personal care during school Sometimes they are also called paras for short, aides, one-on-ones or associates. 2

3 A Guide to the PARAPROFESSIONAL TOOLKIT: Working with a One-on-One Aide in School FOR PARAPROFESSIONALS: What Disabled Students Want Paraprofessionals to Know 5 FOR SCHOOL ADMINISTRATORS: Hiring Paraprofessionals: Recommendations from Students for School Administrators 9 Working with Paraprofessionals: Tips from Students to School Administrators 13 FOR STUDENTS: Working with a Para: Finding the Balance 19 Resolving Conflicts with Your Para 23 SAMPLE FORMS: Training/Evaluation Checklist for Para(s) 28 Documenting Problems with Para(s) 30 KASA Family Voices, Inc San Mateo Blvd. NE Ste.200, Albuquerque, NM Copyright 2010 If any section is reproduced, please credit Kids As Self Advocates/Family Voices, and let us know how it is used. 3

4 FOR PARAPROFESSIONALS: What Disabled Students Want Paraprofessionals to Know 4

5 What Disabled Students Want Paraprofessionals to Know The following are statements and suggestions by young people with disabilities who either have or have had paraprofessional support in school. Why we created this tip sheet Paraprofessionals help us get a good education: Many people with challenges would not be able to attend school without a paraprofessional. Having a paraprofessional helps them get a good education. Paras are helpful: If they *paras+ do what they are supposed to do, they are helpful. If you are having an issue, they can be helpful to go to, to help you with things. Paras are sometimes essential: I have always been in an inclusion placement. I ve never been in a self-contained or life skills class. I don t think I could have managed this without an aid. When I was really little, just things like hallways and stairs and heavy doors were hard for me. Paras help us participate and be independent: Paras are important because they help people with disabilities acquire and maintain their independence and participate in daily activities. 5

6 Tips for Working with Students Communicate with us about our needs: I think that instead of teachers, or other adults explaining to the aide the student s needs, the student should be able to communicate their needs and capabilities to the aide themselves since they know themselves the best. Help us with hard things: They *should be able to+ help you with things that you have a hard time doing. Know what physical help is needed, and be patient: If the student needs a lot of physical help, they [the para may] need to have a lot of physical strength to help them safely. [They also need] patience, the patience to let you do things. For example, when I wanted to go through the lunch line to get my own lunch, she [the para+ said, Well, this is going to take too long, can I go pick something for you? and I said, No because I wanted to get my own lunch. Treat us like people: Treat people with disabilities like people, not small children. Learn about our disability: *Paras+ should learn about a person s disability and how best to work with them. Learn about disability culture and important skills: Paras need to *learn about+ disability culture/history, [and seek training on] interpersonal skills, communication, and [those skills] which are relevant to the job that has to be done (whatever the para has to help the person do). Listen: That they *paras+ will listen to what we say we need. Be nice: *If+ they *paras+ are nice, they *can+ help children. Treat us as humans: they should listen to the student. Some days we all have bad days, and it is not related to our disability. Don t blame every mistake on a disability. Know when to keep your distance: A student should be included in a school community as much as possible. They should be able to eat with friends and be in a group without having a para right next them. This way their peers [are] able to say what they can t say with a para always being there to intervene. Respect us: Respect your student, and remember that we have feelings like anyone else. 6

7 Other Helpful Information: Resources: KASA Disability History Timeline: KASA Medical and Social Model of Disability: KASA What is Disability Culture: NYLN/KASA Respectful Disability Language: Here's What's Up! and NYLN/KASA Accessibility and Accommodations: Making Opportunity Accessible to All: (scroll down to the bottom of the webpage) KASA Steps for Fixing a Problem where Everyone is Happy KASA Who is an Adult Ally The documents on this U.S. Department of Education website address commonly asked questions about the paraprofessional qualification requirements of Section 1119 of Title I, as amended by the No Child Left Behind Act. Poems: Life - I Was Made This Way For A Purpose - 7

8 FOR SCHOOL ADMINISTRATORS: Hiring Paraprofessionals: Recommendations from Students for School Administrators Working with Paraprofessionals: Tips from Students to School 8

9 Hiring Paraprofessionals: Recommendations from Students for School Administrators Paraprofessionals are important for young people to participate in inclusive education. The youth who put this document together know that schools hire paraprofessionals; these youth want to support the creation of a relationship between the youth who use paraprofessionals and the school administration so the school administrators can know what youth really need. Students Speak on the Right to Be a Part of the Hiring Process of Paras: Students felt strongly that they should have more involvement in choosing, training and evaluating their para. Yes! They should definitely have (the right to be part of the hiring process). It gives the student a chance to get to know the potential para before school starts and maybe stop problems before they occur. Because it s really hard to do things once the year starts. students know their needs the best. They also have an idea as to the type of person that would make a good para and one that wouldn t make a good one. They may ask the person being interviewed key questions that the administration would never think of because they don t work one-on-one with a para. the student should be part of the hiring process. They can tell the administrators what their needs are and get a feel for the para s qualifications. Yes, (students should be part of the hiring process). The para is working with the student and should be someone the student can tolerate and feels comfortable with. Maybe now I could be (part of the hiring process). I don t think when I was little I would have known anything about that. But having people like me (disabled students) on hiring committees would be good. Students Speak to the Need of Individual Training with the Para: Yes, I think there should be training before the school year starts. It depends on the person and their disability. It should be at school and where they will be needing help so they become familiar with the surroundings and where things will work best. 9

10 Yes, but it should be optional to the students. It would be best if done before school started so that way the paras are all trained and ready for the school year. About (two) 2 weeks before school begins would be a good time to do this. That way everything the students taught the aides won t be forgotten over the summer. The training should last for anywhere from a day to a week depending on how many paras are being trained and how many students are available to train. I think the para should be trained over the summer before they are with the student. I also think they should visit the student and their family ahead of time. All I want is for her to be there and be nice and help me when I need it. All the training they need is to show respect and learn how to listen and not get too excited when things go bad. Yes. I think that if the para is a good para, the student will always be training him/ her. Each student is different and requires different things. I do feel that a formal training should be done at the beginning and at the end of each academic year. The student, along with his/her support team if desired, could meet with the para. The student can and the para can both discuss their expectations. Students Explain What Skills/Knowledge The Paraprofessional Should Have Or Learn: If the student needs a lot of physical help, they need to have a lot of physical strength to help them safely. (They also need) patience, the patience to let you do things. For example, when I wanted to go through the lunch line to get my own lunch, she (the para) said, Well, this is going to take too long, can I go pick something for you? and I said, No because I wanted to get my own lunch. (Paras) should learn about a person s disability and how best to work with them. As part of the training, paras should have to have a disability for a day. For example, they should have to use a wheelchair for a day and not be able to get out of it at all. This way they have a better idea of what life is like for their students and not ask them to do something they are not able to do. To treat people with disabilities like people not small children. 10

11 It is good if they know something about disabilities. Also they should listen to the student. Some days we all have bad days and it is not related to our disability. Don t blame every mistake on a disability. Paras need to *learn about+ disability culture/history, *and seek training on+ interpersonal skills, communication, and [those skills] which are relevant to the job that has to be done (whatever the para has to help the person do). Students Suggest Changes Based On Their Experience: Involve the student in choosing the para: (The) student should be involved in the picking to see who might fit with you (the student), personality wise. Students should participate in training the para: There should be a training day with the student and the para [as a trial period]. (They should) go in a day before school (starts) to show them what needs to be done. Train paras in basic concepts/terminology used in classes: Paras need to know basic information on the subject they are helping you with. For example I had a para that I needed to scribe* a math test for me, and she didn t understand a lot of the terms I was telling her to write. We lost a lot of time that I needed to do the test. Train paras in disability etiquette: I think they should know how to treat people with disabilities. (* To scribe is an accommodation to write what the student dictates, often used as an accommodation in testing.) 11

12 What Students Want School Administrators [Principals, Vice Principals, School Counselors] To Know About Paras: Administrators need to be aware of the character of the para he/she is planning to hire. They also need to know that the job of the para is one that does not need to be overlooked and/or undervalued. Administrators should also be aware that the person the para is working for has a right to privacy and should have a right to participate in selecting who will work for him/her. What they give as first impressions isn t *necessarily+ how they really are. They [tend to] put their better foot forward in front of teachers, etc. There needs to be trust with us as recipients of the services that we know how things really are working. Resource KASA Training and Evaluating Paras Checklist (Part of KASA Paraprofessional Toolkit) No matter how good a (para) is, there is always room to become great. Training opportunities will make the student as well as the para great at what they do. 12

13 Working with Paraprofessionals: Tips from Students to School Administrators Paraprofessionals are important for young people to participate in inclusive education. The youth who created this document know that when schools hire paraprofessionals, they want to support the creation of a relationship between the youth who use paraprofessionals and the school administration so the school administrators can know what youth really need. KASA put this document together to help school administrators learn about young people s views on paraprofessionals. Students describe good experiences with Paraprofessionals and why they are important: Many students shared that paraprofessionals were essential to the student s participation and success in inclusive classrooms. In 7th grade, my para was supportive of my being independent and *was+ happy to be there and fun. one of my paras was more like a teacher to me than just an assistant. She would plan for my needs and make modified materials as needed. She would make learning fun. We would talk about life and things that got on my nerves, like bullies. She would write notes each day to my parents and would even attend some of my PPTs. All my aids have been nice. I have had the same one now since 5th grade In high school she has helped me with learning to use my laptop. When I was a freshman she showed me around the school. She helped me a lot when I took biology, and I got an A. Now that I am a senior, she is not with me all the time. I go to my work experience site alone. I have lunch with friends. But there are times when I still need her. She is someone I can trust. They (have) respected me, (and) they (have) cared about me. I think all of my aides have had respect for me. My IEPs (Individual Education Plans) have always made it clear that I get to make choices, and they have respected that. I think they were all sort of scared of my parents and wanted them to be happy. My para was very respectful. She did not try to replace me, and she always asked me what I wanted her to do. She didn t force herself on me, yet she was very caring and considerate of my feelings. 13

14 Students Describe Their Experiences With Paras That Were Not Respectful: The following are quotes from students who had negative experiences. Like some that I ve had treated me like a 3-year old! middle school (7-8) was very frustrating, and the paras didn t seem to understand my needs. (The para) wished she didn t have to come to work, and she didn t like her job. She cursed and said discriminating things, like how people with disabilities shouldn t come to school. She would say bad things about my friends and put them down, even after I asked her to stop. (The para was) lazy and refused to do her job. (She) complained and whined when I asked her to do something. They treated me like I m 5 years old. The paras I had in 7th and 8th grade were into secluding me. They would rather teach me in a one-to-one setting, and so I was out of my regular class more often. When planning for high school I demanded that a para not be with me. The high school told me that they didn t assign paras to kids but to classrooms. This has been a wonderful change. Sometimes she is pretty bossy. I don t like that part. She complains about how I dress sometimes. I have never had to file a complaint but I have had friends who had bad aides, and no one knew what to do about it. The person who helps me now has her own children in the same schools I ve gone to, and I think that has been a good thing. Students Suggest Changes Based On Their Experience: Take problems seriously: The case worker and the vice principal didn t take the issues seriously; that was a problem. Support the student to share their needs with the para: I think that instead of teachers or other adults explaining to the aide the student s needs, the student 14

15 should be able to communicate their needs and capabilities to the aide themselves since they know themselves the best. Train paras in disability etiquette: I think they should know how to treat people with disabilities. Examine other structures of para support: I think having paras assigned to classrooms or subjects is less frustrating for students. Include students in evaluating paras: I think that I should have been allowed to help choose my para. I also think that appropriate training should be made available for them. I think that I should have been allowed to participate in the evaluation of my para s work performance. What Students Want School Administrators [Principals, Vice Principals, School Counselors] to Know About Paras: It is better to have a para assigned to a classroom instead of a student. Well, I think they are necessary, and the cost of them should not be an excuse to shuttle us off into segregated settings. Paras are necessary for many students. They seem like the first staff to be let go when the school budget is getting cut. This is only hindering the students with disabilities who need them! 15

16 Student Share Why Having Para Support Is Important: Paraprofessionals help us get a good education: Many people with challenges would not be able to attend school without a paraprofessional. Having a paraprofessional helps them get a good education. Paras are helpful: If they (paras) do what they are suppose to do, they are helpful. If you are having an issue they can be helpful to go to, to help you with things. Paras are sometimes essential: I have always been in an inclusion placement. I ve never been in a self-contained or life skills class. I don t think I could have managed this without an aide. When I was really little just things like hallways and stairs and heavy doors were hard for me. Paras help us participate and be independent: Paras are important because they help people with disabilities acquire and maintain their independence and participate in daily activities. Additional Tips: Get in touch with local learning communities or local parent groups/ disability groups to receive training and assistance (see links on next page). Communication is KEY with the student and between all the people supporting the student with a disability. For example, be sure to communicate with the student and their Occupational Therapist to make sure needs are being met. Evaluation of the para by the student at the end of the school year is essential. If a para receives a good evaluation from a student, they can then mentor other paras. 16

17 Resources: This website lists all of the Centers For Independent Living in the U.S.A. Most centers can help with para training and can assist in a variety of ways. Every Center for Independent Living provides four core services: 1. Information & referral 2. Independent living skills training 3. Individual and systems advocacy 4. Peer counseling Also check out these two tip-sheets: Respectful Disability Language: Here s What s Up! Accessibility and Accommodations: Making opportunity accessible to all At: (scroll down to the bottom of the webpage) 17

18 FOR STUDENTS: Working with a Para: Finding the Balance Resolving Conflicts with Your Para 18

19 Working with a Para: Finding the Balance How do you introduce yourself to a para? The answer is simple. Be polite, professional, and most importantly, YOURSELF! No matter what your disability is, it is always your responsibility to communicate and work with your para and never forget to be your own advocate! It s important to get to know your para/s to have a good long-term professional relationship. A professional relationship means getting to know someone you are going to work with. It means understanding how to talk with that person and being nice to that person. It also means that the person who you have this professional relationship with will try to learn how to talk to you and will be nice to you too. It goes both ways. Good ways to help your para/s get to know you and what you need are: Meet with your para in a non-academic setting, maybe for lunch before the school year starts, or you could meet at a library or a coffee shop. One way to help the para get to know you is: Make an accessible presentation, using PowerPoint for example, to tell about yourself and what help you will need. Write things in detail to send out in an . Video conferencing might also be an option. One thing that a para always needs to know is your disability and all of the things involved with it. The main reason that a digital presentation (like a PowerPoint) can be useful is because many students work with more than one para per day, so a digital presentation is easy to pass around to different people. Have a meeting with all paras and teachers to make sure they understand what you will need before the school year begins. When you meet with the para there are some things it would be good to make sure they know. You can share this information using a PowerPoint presentation, a list you write out or by drawing pictures, etc. 19

20 Information about yourself to share with your para when you first meet can include: A little bit about yourself. Tell your para about yourself, about your disability and how you would like to be treated. Make a point to ask the same things about them. You want this to be a two-way relationship. Ask them to tell you a little about themselves, and allow them to share anything else they re comfortable sharing with you. What kind of help or assistance you will need and when. Be clear that you are learning to be your own self-advocate and will ASK for help that you need (that they shouldn t just assume you need something). If you need help using the restroom or eating, explain in detail what you have found to work for you. You can even ask to show them with someone who does it really well (like a parent or current personal care assistant). Whichever way you choose, it s important that your para know first and foremost your capabilities (what you can do) and limitations (what support or help you will need). What you do in your free time. Feel free to share with them what you enjoy to do both in and out of school. Let them know that it s okay to ask questions, and let them know your comfort level when it comes to personal questions (be your own judge and know what questions you are comfortable talking about). If at any time you are not comfortable answering a personal question, let them know, unless the question is about your disability and what kinds of support you need. Then you ll need to figure out a way to let them know, even if you need to ask a trusted adult to help you talk with them. 20

21 There are some other things to remember when working with a para. Paras are usually friendly, but not always. Try getting to know your para with the ideas above, but never just assume what they will be comfortable sharing with you. Ask a para if they would rather be called by Mr./Mrs. or by their first name, as this can cause respect issues later in the relationship. Ask them to tell you a little about themselves. Respect both your own and your para s personal boundaries. Respect that your para is trying. They work hard - appreciate them! During the year there are many ways to keep the relationship respectful: Trust that your relationship will grow with time. When there is a right time, talk to them about how things are going. It is important for the para to know what you can do for yourself and what you may need help with. Never let anyone hold you back, but also don t let them do your work for you; neither will help you in the long run. Don t let anyone treat you like a baby! (Don t let anyone treat you like you can t do anything.) Just like with any relationship, you will learn more and more about each other as the year goes on. Be open to how your para likes to communicate and learn. If there is one rule, it is this: BE POLITE! These are just some of the many ways that you have to let your para know who you are and what you will need. Feel free to brainstorm other ideas that will work for you. 21

22 If a para offends you in any way, there are certain steps we recommend. If the para does something that you don t think is okay: Don t yell or get angry, just say, Hey, I noticed you were doing this. Do you think we could talk and figure out a way that will work for both of us? Always keep things easy-going if you can, but don t let them treat you badly just because they re having a bad day. It isn t your responsibility to take the brunt of their negativity! It is also never okay to treat them badly if you are having a bad day. Think about the other person s feelings try not to offend them, but stick up for yourself. It s never okay for either person to be uncomfortable make time to talk with them and explain how you are feeling and ask if you both can work on it. If they ignore your requests, that s when you get other people involved. The number one thing to remember is to always COMMUNICATE! COMMUNICATE! COMMUNICATE! *For more tips on how to deal with problems that may come up with your para, see: KASA Resolving a Conflict with Your Para tip-sheet. 22

23 Resolving Conflicts with Your Para It can be hard sometimes to talk about issues with adults who help you with your daily routine. However, it is important to talk with anyone, including paras, to make sure you both understand what you need and can respect each other. If there is ever a problem between you and your para, see the steps below to help resolve the problem. Step 1: Talk things over with the para. If you are in a situation where you are uncomfortable or your feelings are hurt by your para, try talking with your para. Remember to be respectful! Talk calmly with the para without blaming them or getting really angry. Let them know that you value what they do for you. Tell your para you really appreciate all of the work that he/she does. Next, use I statements to explain what the problem is. An I statement is a way to handle a conflict (when you are hurt by or disagree with someone) in a respectful way. You share how you feel and what you need. I feel (state how you feel, [hurt, sad, embarrassed]) when you (state what they did and try to not get emotional, [yelled at me in front of my friends, called me a name or said mean things about my friends]). Then explain what you need. For example, you may need their help to eat at lunch, but you also need that to happen in a way where you can interact with your friends. See KASA s Steps for Fixing a Problem Where Everyone is Happy for a step-by- step guide on how to solve a problem. Find it online at: End with thanking them for listening, and, if needed, talk with them about how things could be handled better or differently in the future. 23

24 Step 2: Share the problem with people who can help you talk with your para. After you talk to the para, if things do not get better: Talk about the issues you are having with the para with your parents, and let them know you talked to the para about it. Start writing down what is happening. Use the Form to Document Problems with Para/s. Share the issues you are having with the para with your school counselor. Let them know you talked with the para about it, and show them the Form to Document Problems with Para/s form. Step 3: Start collecting. If things do not get better, after getting your parents and counselor involved, it can be good to find others who can help you think things through and be your ally (friend) in the process of trying to make things better. It s good to find someone inside the school who has witnessed what has happened, like a teacher or a friend. If they are in the school and seeing the problem, then the school will take the problem more seriously. Ask them to write down a description of what they saw or heard and give you a copy. Step 4: Present your case. Take the forms describing what has happened to the director of special education or principal or vice principal (whoever is the boss of the para or paras). If you bring issues to the attention of someone in the school, they can also pay attention and observe what is happening. If you have an IEP (Individualized Education Plan), you may have a case worker who is in charge of making sure your IEP is followed. If you do, the case worker may be able to help you work with your para to resolve the problems. 24

25 Step 5: Get people involved from outside of your school. There are groups who have advocates who can go with you to meetings to help make sure that necessary services are being provided, your rights are understood, and your needs will be met by the school. These advocates are not attached or connected to the school. To find an advocate in your area, contact your local Center for Independent Living, ARC or Developmental Disabilities Council. If it gets to the point where you are having a lot of problems and have tried talking to people in your school many times and nothing has happened, you can contact your local Protection and Advocacy Center to talk to a lawyer. (There is a Protection and Advocacy center in every state to help disabled people get their rights through the legal system.) Other Key Tips: If you think the way your para is treating you or interacting with you is wrong, talk to a trusted friend, parent, or someone to help you think things through. If sometimes things happen when it s just you and the para, it still matters even though no one else sees it. Stick to the facts, and try to not get emotional. Write out your thoughts beforehand so you know what you want to say. Use the Form to Document Problems with Para/s to document specific problems and experiences to show this has happened more than once. Sometimes adults take you more seriously if you have other adults supporting you a teacher or a parent to back you up on what you re saying. It s important to keep documenting (writing down things that happen) in case something is not resolved after the first time you talk to the person in charge about the problem. 25

26 Understanding abuse It is NEVER okay for a para to hit you. If you are being physically abused, go straight to your parents and the para s boss (director of special education or the principal or the vice principal). Physical abuse includes hitting, kicking, punching, grabbing forcefully, pinching, slapping, etc. Other kinds of abuse are sexual abuse (someone touching you in private areas of your body without your permission), verbal and emotional abuse (someone yelling at you and putting you down). If you think you are being abused, trust your instincts, and talk with your parents or a trusted adult right away. Resources: A Center for Independent Living (CIL) is a nonprofit agency that assists people with all types of disabilities. Centers usually have people (as part of their systems advocacy program) who can go with students and their parents to IEP (Individual Education Plan) meetings at school. CILs also offer many other services. To find a Center for Independent Living in your state, visit the Independent Living Research Utilization Directory of Centers & Statewide Independent Living Councils at: index.html. For more information on Centers for Independent Living and what they do, see KASA s tip sheet: What is a Center for Independent Living? Find it at: Protection and Advocacy centers are legal offices. These offices employ lawyers and advocates to represent people with disabilities at schools and in state and federal courts. To find out when it might be time to contact a local Protection and Advocacy office and to find one in your state, go to the National Disability Rights Network at: pwd.htm (There is a drop-down box under CONTACT YOUR STATE P&A/ CAP where you can choose your state and press the go button to get the office for your state.) You can also reach them by phone at: (202) or TTY: (202)

27 SAMPLE FORMS: Training/Evaluation Checklist for Para(s) Documenting Problems with Para(s) 27

28 Training/Evaluation Checklist for Paras - 1 Use this checklist for items to include in training and evaluating paraprofessionals.* TRAINING: Does the para have the physical ability and/or skills needed for personal care (if applicable)? Para was trained in appropriate ways to move and/or assist the student. Was the para trained in how to respectfully interact when speaking to or about the student? (See KASA/NLYN Respectful Disability Language - Was the para informed about disability culture and history? (See KASA Disability History and Culture Resources - Was the para informed about the student s disability and; understands student s needs, understands assistive technology used by student, is able to communicate with student about his/her needs? EVALUATION: Please check all boxes that apply. Overall rating is 1-3: 1 = needs improvement, 2 = satisfactory, 3 = above average. 1. Is the para respectful and patient when assisting the student? Asked the student Asked the para Asked the others in support team Overall rating Notes: 2. Does the para assist well with accommodations needed (personal care, modified lessons/activities, etc)? Asked the student Asked the para Asked the others in support team Overall rating Notes: 28

29 Training/Evaluation Checklist for Paras Is the para able to support the student in being incorporated into classroom activities as much as possible? Asked the student Asked the para Asked the others in support team Overall rating Notes: 4. Does the para help student be as independent as possible? Asked the student Asked the para Asked the others in support team Overall rating Notes: 5. Does the para support the student in socializing with other students and/or friends? Asked the student Asked the para Asked the others in support team Overall rating Notes: * Other professionals involved in the student s Individual Education Plan (IEP) (like teachers, occupational/physical therapists, etc.) can also use this checklist. Copyright 2010 If any section is reproduced, please credit Kids As Self Advocates/Family Voices, and let us know how it is used. 29

30 Form to Document Problems with Para(s) This form is a tool for you to use to keep track problems that happen with your para. Fill in as many pieces of information as you can with as much detail as you can. Share this form, once completed, when talking with someone in charge about the problems with your para. Please review the Resolving Conflict with Your Para tip-sheet along with this form. For example: Date and Time (when it happened) 3/1 11:45am (during lunch) Name of Para? (First and Last Name) What Happened? (Include details, examples, quotes) Sue Smith Sue told me that people with disabilities shouldn t come to school. She also made fun of me by imitating my voice. She called me a name, saying, You re such a retard. Where Did it Happen? People Who Saw it Happen? Lunch room Mrs. Barry (aid of another student) Date and Time Name of Para? What Happened? (Include details, examples, quotes) Where Did it Happen? People Who Saw it Happen? 30