Question 1
Work Style sheet
In most cases, I supervise my paraeducators in a close manner. 1 2 3 4 5 2.
Besides that, I like flexible work schedules. 1 2 3 4 5 3.
I always ensure that the paraeducators have captured any taught subject. 1 2 3 4 5 4.
I ensure that the right material for use is available. 1 2 3 4 5 7.
I encourage the use of the instructional method. 1 2 3 4 5 8.
I like taking care of several details 1 2 3 4 5.
I prefer to work with the paraeducators that can explore the new challenges. 1 2 3 4 5.
I prefer the punctuality of the paraeducator all the time. 1 2 3 4 5.
I prefer to offer frequent performance feedback to the paraeducators 1 2 3 4 5.
I always like discussing the activities that are underperforming 1 2 3 4 5.
Work style score comparison sheet
Disagree Agree Disagree Agree
1 2 3 4 5………….....1. The effectiveness of closure in supervision 1 2 3 4 5
1 2 3 4 5……………2. Work schedule flexibility 1 2 3 4 5
1 2 3 4 5 ……………3. Expectation Preciseness 1 2 3 4 5
1 2 3 4 5……………4. Decisions on the required materials 1 2 3 4 5
1 2 3 4 5……………5. A written work schedule 1 2 3 4 5
1 2 3 4 5…………….6. Time to think on the next awaiting task 1 2 3 4 5
1 2 3 4 5…………….7. Decisions on how to design the instructional methods 1 2 3 4 5
1 2 3 4 5…………….8. Specifications on how to undertake respective tasks 1 2 3 4 5
1 2 3 4 5…………….9. Multi-tasking ability 1 2 3 4 5
1 2 3 4 5…………….10. Facing of the challenges 1 2 3 4 5
For one to compare the work styles and preferences, the paraeducators’ work style allows one to reflect on personal experiences and share for the paraeducator that one works. Most team members should recognize that the style preferences exists but cannot be classified as bad. Besides that, the lack of the initial recognition of the available differences results in the creation of a breeding place for the interpersonal issues existing between the professionals and the paraeducators. The main differences in the work style methods are the fact that the work sheet indicates the love and passion to conquer challenges (Peterson et al., 2013). However, the worst part is that the sheet indicates that one could work with close supervisors hence showing uncertainty. Most people could consider the preferences as flaws but instead, they tend to be strengths that enable an individual to fit into a certain category.
With the above differences noted, I would enhance my working relationship be ensuring that am closely involved in team activities that will help in provision of supervision since I am not used to working alone. In addition to that, my working relationship can be improved by enhancing work relationships is to encourage team involvement in challenging tasks that will help in the generation of new ideas and thoughts all the same. Further, I hardly rely on expectations and I avoid them constantly as see in the work sheet. However, I always advocate for sureness before the implementation of a new strategy to avoid gambling with the results. Thus, in solving this problem, I often avoid expectations in various possible ways but also encourage team activity in coming up with sureness of positive results while implementing a project.
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Question 2
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Progress Monitoring System Student: ……… Date of Birth: …….. Grade:______ School __________________ |
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| IEP Case Manager: _______________ IEP Begin Date ______ IEP End Date ______ STO date | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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For the progress-monitoring table above to be effective, a tutor has to fill it on a weekly basis. By doing so, they will get to find out the various areas that require attention and focus on them to achieve the desired goals. The paraeducators need to learn various problems affecting most students but they are not aware of those problems. The first thing that most of the paraeducators require to know is that they provide care not only to the people living with disability but also to the normal individuals. Besides that, despite the fact that most of the paraeducators are involved in the support of the learning of all the students, most of the teachers and licensed people tend to be the providers of the initial instructions. However, they fail to understand that most of the students lack a similar comprehension and could lead to feelings of not belonging. Thus, this would affect a student deeply. The primary role of the paraeducators is to ensure that the reading texts are designed in an adaptive manner that will allow every student to adapt to any system and means of learning. They help in fostering learning from a variety of cultures, background and language amongst others. In addition to that, the paraeducators often play a major role in assisting most of the students to participate in healthy and social relationship with each other. However, they fail to recognize the various challenges that the students often face in socializing and making friends. Some may not be outgoing and may end up with personal disorders that often emanates from lonely feelings and the lack of a social person in the student’s life.
Another problem that affects most of the students and the tutors lack knowledge on the matter is the fact that the students adopt a seen behavior from their paraeducators. Evidently, no one is perfect (Frankl, 2005). As a result, students could likely take in the negative traits of their paraeducators innocently. Therefore, this shows why most of the paraeducators are required to adopt the best behaviors that are pleasing and worth copying. Besides that, most of the students underperform because they lack motivations. Most of the paraeducators are not aware of this fact. However, some of the paraeducators tend to use motivations systems; they may not be enough in boosting the morale of the student. Therefore, the paraeducators should come up with challenging ways that involve the students in a variety of ways to motivate them. Confidentiality is another issue that may affect the students. A paraeducator may not be aware that students suffer from feelings of lack of trust and tend to think twice before giving in any information. Thus, this could lead to the lack of communication on the important matters that are affecting the students in a direct manner. As a result, some students could seem reserved but they could be battling with hard matters deep inside them. Therefore, for this problem to be solved effectively, paraeducators should come up with new ways and practices that proof confidentiality to their students.
Question 3
The models PATH, MAP, and PCP defines appropriate education as that which takes place using various related aids and machines. It defines special education as that which includes that use of the design instructions in the institutions that is accompanied with various physical therapy and counseling sessions as well. The models support the appropriate education to meet various individuals and their educational needs adequately. Maximum attention and care should be given to the students with disabilities as a way of preventing cases of depression from being diagnosed. The models are in support for the fact that education should meet the various needs of individuals irrespective of a person. Similar to the FAPE, the three models ensure that education is conducted in an appropriate manner taking note of any factor that could affect the performance of a student in any institution and providing the required care as well.
The PATH, MAP and PCP models help in the highlighting of the visions of a school and those of the students as well. Most students living with disabilities hope to get education just as the other individuals. Besides that, they expect that advanced means of improving their learning would be accorded to ensure that they comprehend of the various factors that could affect their performance (Rose et al., 2012). Most of the paraeducators, with the help of these models, have helped in making learning among the people living with disabilities quite easy irrespective of the various challenges that they face. Besides that, these models have also indicated various means and strategies of learning. As seen in the paragraph above, the models are effective in ensuring that the education provided to the people with disabilities is appropriate and respect them and teaching is carried out in an efficient manner as well.
Further, the models tend to incorporate the various wishes of the stakeholders. Most of the stakeholders help in the provision of finances that will help provide the right education to the students living with disability. Most of the stakeholders often advocate for the appropriate education to meet various individuals and their educational needs adequately. Maximum attention and care should be given to the students with disabilities as a way of preventing cases of depression from being diagnosed. The models are in support for the fact that education should meet the various needs of individuals irrespective of a person. The fact that most students living with disabilities hope to get education just as the other individuals is a voice of majority of the stakeholders. Besides that, they expect that advanced means of improving their learning would be accorded to ensure that they comprehend of the various factors that could affect their performance. Most of the paraeducators, with the help of these models, have helped in making learning among the people living with disabilities quite easy irrespective of the various challenges that they face.
The transition plan often constitutes of various data assessment strategies that help in goal development. Data is gathered during the preparation of IEP. The data is analyzed and a plan strategy is developed. The transitional plan is effective in ensuring that education moves on in a fast way that is efficient and inclusive of all the involved individuals. The inclusion of every person in the school will help in ensuring that no person or student is left out. Besides that, the transition plan can also be utilized in a case whereby a particular study method is not doing well for the students. The plan could be used as a navigational tool that would help in improving the learning effectiveness.
Question 4
Some of the skills that are inhibited by Andy include the fact that he has an incredible personality. Besides that, he enjoys reading stories and listening to them as well during his free times. Moreover, Andy is associated with the science since he plans to pursue the field once he advances in his studies. Thus, for this to be effective, the paraeducators need to learn various problems affecting most students but they are not aware of those problems. The first thing that most of the paraeducators require to know is that they provide care not only to the people living with disability but also to the normal individuals. Besides that, despite the fact that most of the paraeducators are involved in the support of the learning of all the students, most of the teachers and licensed people tend to be the providers of the initial instructions. However, they fail to understand that most of the students lack a similar comprehension and could lead to feelings of not belonging. Most students living with disabilities hope to get education just as the other individuals. Besides that, they expect that advanced means of improving their learning would be accorded to ensure that they comprehend of the various factors that could affects their performance. Most of the paraeducators, with the help of these models, have helped in making learning among the people living with disabilities quite easy irrespective of the various challenges that they face. Besides that, these models have also indicated various means and strategies of learning. As seen in the paragraph above, the models are effective in ensuring that the education provided to the people with disabilities is appropriate and respect them and teaching is carried out in an efficient manner as well.
On the contrary, transition plan often comprises of various data assessment strategies that help in goal development. Data is first gathered during the preparation of IEP. The data is analyzed and a plan strategy is developed. The transitional plan is effective in ensuring that education moves on in a fast way that is efficient and inclusive of all the involved individuals. The inclusion of every person in the school will help in ensuring that no person or student is left out. Besides that, the transition plan can also be utilized in a case whereby a particular study method is not doing well for the students (Andreasson, Asp-Onsjö, & Isaksson, 2013). The plan could be used as a navigational tool that would help in improving the learning effectiveness. Andy has graduating plans since, as seen earlier; he intends to major on science once he advances in his studies. The fact that most students living with disabilities hope to get education just as the other individuals is a voice of majority of the stakeholders. Besides that, they expect that advanced means of improving their learning would be accorded to ensure that they comprehend of the various factors that could affect their performance. Most of the paraeducators, with the help of these models, have helped in making learning among the people living with disabilities quite easy irrespective of the various challenges that they face.
Some of the services provided by the IEP include the help in the highlighting of the visions of a school and those of the students as well. Most students living with disabilities hope to get education just as the other individuals. Besides that, they expect that advanced means of improving their learning would be accorded to ensure that they comprehend of the various factors that could affect their performance. Such services help in tracking down the efficient nature of an institution.
References
Andreasson, I., Asp-Onsjö, L., & Isaksson, J. (2013). Lessons learned from research on individual educational plans in Sweden: obstacles, opportunities and future challenges. European Journal Of Special Needs Education , 28 (4), 413-426.
Frankl, C. (2005). Managing Individual Education Plans: reducing the load of the special educational needs coordinator. Support for Learning , 20 (2), 77-82.
Peterson, L. Y., Burden, J. P., Sedaghat, J. M., Gothberg, J. E., Kohler, P. D., & Coyle, J. L. (2013). Triangulated IEP Transition Goals. Teaching Exceptional Children , 45 (6), 46-47.
Rose, R., Shevlin, M., Winter, E., O'Raw, P., & Zhao, Y. (2012). Individual Education Plans in the Republic of Ireland: an emerging system. British Journal of Special Education , 39 (3), 110-116.
