Reference no: EM131352745

Response

Respond at least 150 words

One skill that is required is teacher engagement - the teacher needs to collaborate and participate in instructional decision making with paraprofessionals. In order to accomplish this successfully, the teacher should have knowledge of functional levels and expected learning outcomes of all of their students. The teacher should also be able to differentiate instruction when needed and modify and individualize their teaching approaches in order to meet the learning needs of students with disabilities. Second, the teacher should possess and be able to use effective communication skills - "Effective communication is a complex skill that involves actively listening, respecting differences, sharing common vocabulary, trusting, and clear expectations" (Austin, 2014). Also, the teacher should be responsible for taking the lead in conflict resolution process. Third, according to the text, the teacher should be able to monitor for complications of healthcare procedures. Even though these procedures are carried out by the nurse or paraprofessionals, "it is important that teachers be familiar with the health care procedure and know what to do should a problem or complication occur. Teachers are also instrumental in teaching students to perform (or participate in performing) their own health care procedure" (Wolff Heller et al., 2009, p. 358). In order to develop these skills, I would need more experience in the classroom context and increased interaction with paraprofessionals. Research states that "training programs and job-embedded processes provide the knowledge and skills" needed by the teachers who work with paraprofessionals "or oversee the use of paraprofessional services" (Connecticut State Department of Education, 2012).

Austin, K. (2014). Ten things every paraprofessional wishes you knew. Retrieved from https://www.ttacnews.vcu.edu/2014/02/ten-things-every-paraprofessional-wishes-you-knew/

Connecticut State Department of Education (2012). Guidelines for training support of paraprofessionals working with students, birth to 21. Retrieved from https://www.sde.ct.gov/sde/lib/sde/pdf/cali/guidelines_paraprofessionals.pdf

Wolff Heller, K., Forney, P. E., Alberto, P. A., Best, S. J., & Schwartzman, M. N. (2009). Understanding physical, health and multiple disabilities (2nd ed.). Pearson, p. 358.