Transcript Paraeducators/Aides

Paraeducators
(aides) in Physical
Education
Prevalence of Aides in PE
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According to the School Health Policies and
Program Study (CDC)
 “The percentage of required physical
education classes or courses containing
students with long-term physical, medical,
or cognitive disabilities in which a teacher
or aide came in to assist these students
increased from 37.7% in 2000 to 52.9% in
2006.”
In Their Shoes
Marian was a part-time paraeducator for Sara. Marian hated it
when it was time to take Sara to physical education during third
period. The smell of the locker room reminded her of memories
of physical education as a child. She never felt comfortable in
the gym and this contributed to this sense of dread. There was
nowhere to sit and she never wanted to sit on the cold gym floor
in her dress and heels. When the class was outside, she hated
tromping through the wet grass in her good shoes. She enjoyed
her job in the classroom working on reading and academics with
Sara: this was her comfort zone. Physical education always
eluded her with its dynamic environment and seeming chaos.
She never knew what to expect and the special education teacher
wasn’t familiar with physical education. She often said, just
make sure that Sara participates. But, what did that mean? The
general physical education teacher seemed to be doing a good
job, she was enthusiastic and kept the students engaged but very
rarely spoke with Marian or Sara. The class was large and they
seemed to slip in and out with little notice (JOPERD 07).
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Questions
Benefits of Paraeducators
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Collaborate (planning,
teaching, assessing)
Extra set of eyes & ears
Communicate
information regarding the
IEP, the disability, and
behavior management
Differentiate the lesson
Assist with teaching
duties (depends on the
aide, some don’t mind
helping students without
disabilities as well)
Potential Drawbacks of
Paraeducators
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May be difficult to motivate
(some view PE as a break)
May interfere with inclusion
by hovering over students
with disabilities, thus
preventing peer interactions
(delicate balance)
May prefer assisting in one
on one settings instead of
whole-group activities
(JOPERD, 07)
Involvement
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My suggestion is to get aides involved as
much as possible. Make PE fun for them too.
INSIST that if a student has an aide in his or
her other classes, one also be included in
physical education.
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There is as much a need for an aide in physical
education as other disciplines.
Use safety, the standards, equity…whatever to get
your point across to school administration.
Utilizing Paraeducators
Effectively
Roles of the Paraeducator
Before Class
During Class
After class
Keep in mind:
•Paras are often the least trained and least paid but
work with some of the most challenging students. Yet
they often know “their” student better than anyone.
Before Class
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If you are unfamiliar with a
student, discuss their
abilities and disabilities
when you get the
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Share IEP goals and
objectives
Sometimes they will know
more than you
Share your expectations for
the role aides will play in
your classroom.
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I suggest creating an
orientation to PE for aides
Orientation to PE for Aides
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Create an “orientation sheet” which you can
distribute to new paras (they do change somewhat
frequently)
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This way it’s in writing and you don’t have to restate it
constantly
By signing, they are aware of the expectations for class
Have the document approved by administration to iprove
accountability
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Couch the document as a learning tool for aides
Orientation to PE for Aides
Great Resources:
Title: Paraeducators in Physical
Education: A Training Guide to Roles
and Responsibilities
Author: Lauren Lieberman
Year: 2007
ISBN: 978-0-7360-6804-8
Cost: $24/$28
Available from AAHPERD online store:
http://iweb.aahperd.org/bookstore/
During class
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Suitably adjust
instruction for
student(s)
Assist with equipment
Monitor safety
Instruct in a 1:1 or small
group setting when
appropriate
Help supervise the class
Outside of PE duties
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Can collaborate or field
suggestions from aides
regarding lesson planning,
IEP modifications, and
potential extra practice
during non-PE times
(recess, free time).
Motivating Paraeducators
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Name on door along with
yours or nearby
Introduction at the
beginning of the term
and/or school year
Acknowledgement and
appreciation shown through
bulletin boards, newsletters
and/or staff meetings
Furnishing their own locker
in your office
Get to know them
Thank them
Motivating
Paraeducators cont’d
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Allow to keep sneakers in
PE office (eliminates excuse
of not having any)
Let them use the weight
room at their convenience
Provide a school physical
education shirt
Small gifts at holidays
and/or birthdays
If interested, attend
professional development or
conferences with you
Conflict Resolution
Key Concepts
Some paras will be stupendous, others stupendously
bad. In the latter cases, find a way to change the
dynamic for the sake of students.
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Understand the chain of command
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Have an “open door” approach
Take a “let’s solve the problem together” approach
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Don’t jump up the chain. You made need to approach the
special ed office and then administration
Same principle as in psycho-social
Address the conflict early on
Focus on defeating the problem, not each other …
look for ‘win, win’ solutions..
Additional resources:
 Para do’s and don’ts
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Practicum check-up
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How’s it going?