Special Education Coursework

Assignment 1: How PBIS Prevents Problematic Behaviors Among students with Severe Psychological Disabilities and ASD 

Introduction 

Learning organizations, particularly those that are dealing with intellectually challenged students, experience numerous barriers to learning. The barriers are often caused by certain behaviors that disrupt the learning process. In order to create an effective learning environment, educators are usually encouraged to adopt strategies that would that would instill positive behaviors among the students. Scholars have cited that schools can achieve that goal by adopting PBIS approach. Notably, PBIS embraces a proactive approach in establishing practices and social culture that would help all learners in an institution to achieve academic, social and emotional success. Thus, this report will show how PBIS builds self-determination in SD students through instructions of personal care skills, functional communication skills as well as management of sensory-motor-neuron. 

Personal Care Skills 

One of the features of PBIS is instructions on personal care skills. Typically, students with disabilities such as those with autism spectrum disorder (ASD) have a hard time in developing proper hygiene habits. Apparently, this is because they do not have the essential skills associated with healthy hygiene habits. Other factors such as behavior problems and physical limitations may also make it difficult for them to attend to their personal hygiene (Browder, Wood, Thompson, & Ribuffo, 2014) . Studies have shown that the ability of an individual to take care of physical self is directly proportional to self-esteem. A person who cannot attend to his or her personal hygiene often tends to have a low self-esteem. Normally, these individuals would have a low opinion of themselves. Besides, they would lack the impetus to maintain or enhance their physical wellness. The learners are more likely to engage in behaviors that signify stress and disappointments. Such actions are detrimental since they affect learning activities negatively. The instructions on personal care skills help in improving the self-esteem of the learners. It makes them feel that they can take care of themselves and that impacts how they look and feel. Consequentially, it would prevent behavior challenges during learning. 

Functional Communication Training (FCT) 

FCT is a useful tool for learners with severe psychological problems. For instance, students suffering from ASD are characterized by communication problems. Also, they always engage in interfering acts. Most of the behaviors are repetitive, stereotypic and disruptive. Researchers have established that there is a correlation between communication difficulties and disruptive behaviors. Traditionally, learners with intellectual problems lack important communication and social skills that would help them to socialize successfully with others. As a result, they would engage in disruptive behaviors such as yelling (Tiger, Hanley & Bruzek, 2008) . Such behavior is problematic because it interferes with other students learning. With FCT, students are informed on communication skills improve their quality of life and make them independent (self-determined). 

Management of Sensory-Motor-System 

PBIS helps in bringing about sensory integration. Typically, students with mental challenges experience many sensory problems. These may include but not limited to auditory, visual, tactile, and vestibular sensory issues (Fazioglu & Gunsen, 2011). However, PBIS through the management of sensory-motor-system helps in understanding learners’ behaviors as well as emotional needs. After such having such insights, a favorable environment is created both at home and in school that will allow the child to utilize and organize the signals he or she receives from the environment (Fazioglu & Gunsen, 2011). The essence of this process is to ensure that the student can regulate sensory stimulants particularly those that are received from skin, muscles, and joints. Overall, the therapy assists students in attaining motor management skills, academic skills and positive behaviors that would make them self-determined throughout their life. 

In conclusion, PBIS plays a vital role in improving learners’ personal care and communication skills. It also helps in the management of the sensory-motor-system. The acquisition of such skills helps in building self-determination that would assist in curbing behavioral challenges during learning. 

References  

Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities. University of Florida . 

Fazlioglu, Y., & Gunsen, M. O. (2011). Sensory Motor Development in Autism. In A Comprehensive Book on Autism Spectrum Disorders . InTech. 

Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice , 1 (1), 16. 

Assignment 2: Collaborative Service Delivery 

Introduction 

Collaborative service delivery serves to ensure that there is increased interaction between the various stakeholders of special education. Notably, when planning for IEPs, it is vital to ensure that the skills and capabilities of the students are not fragmented to match professional interests and know-how. Rather, the planning ought to embrace a transdisciplinary approach. Collaborative teaching is often regarded as a transdisciplinary approach because it tends to address the limitations of individual disciplines (Westling, Fox, Carter, 2015) . Under this method, the various stakeholders meet to determine issues affecting particular students. They also develop appropriate and effective remedies to the problems. Nevertheless, in order to ensure FAPE in IEP, a good rapport ought to be established with the various stakeholders. As this paper will show, good rapport can be achieved if all teams are involved during the decision-making process. 

Creating a Good Rapport with the Stakeholders 

The key ingredient to achieving a healthy relationship is to ensure that the various teams are participating in the decision-making process. Special education programs comprise of many stakeholders who have significant roles to execute. These include educators, speech-language pathologists, student and the parents. All these individuals should be involved in formulating an educational program that is unique to each student. The teams need to be involved when developing treatment allotments, assessment methods, mitigation procedures that would help in improving the cognitive and social functioning of the students in the school environment (Norman, 2016). Involving the various teams in the decision-making process makes them own up their ideas and act responsibly during the implementation of IEP. 

The rapport between the different stakeholders can be created through efficient communication (Van Roekel, 2008). Scholars have established that communication plays an important part in ensuring the success of teams. It helps builds trust that later translates to commitment. Efficient communication in this regards would make the stakeholders to be aware of the learning curriculum and take responsibility for particular educational goals. Also, it would ensure that all the teams have a common or rather a common purpose, which is to improve the cognitive and social skills of the student. Conventionally, when educators frequently communicate with the parents of their students, they can understand the strengths and weaknesses of the students. Besides, such communication helps in building parent-teacher trust. On the other hand, this association helps in developing not only free but also appropriate IEPs for students with special needs. 

Utilizing Collaborative Service Delivery to Meet the Needs of SD students in different Academic Grades 

Collaborative teaching strategies vary from one grade to another. For instance, teaching SD students in an elementary school may involve one teacher. However, the teacher can visit other teachers of special schools to exchange ideas. In this grade, a special educator would be required to collaborate with the teacher to ensure that the needs of the SD students are met holistically. In middle school, the teaching approach is slightly adjusted so that it is both student and teacher centered. Notably, teachers would have the principal obligation of ensuring that there is a maximum collaboration between content areas instructors and special educators. At high school level, the collaborative service delivery structure would be designed to be more accommodative. Special educators would be assigned specific content areas instead of them teaching more generally. The merit of such a structure is that special educators become more informed on particular content areas. As such, they will ensure that the students can meet successfully specific competency requirements. Essentially, this structure allows both the content specific instructors and special educators to demonstrate their strengths in ensuring the best comes out of their students. 

In a nutshell, collaborative service delivery is critical in special education institutions. It provides various stakeholders a chance to work collaboratively. Such collaboration helps in developing viable programs that would enable SD students to attain particular state competencies. 

References  

Norman, M. C. (2016). Parents' Perceptions Regarding the Special Education Classification of Other Health Impairment (OHI). Retrieved on 3 rd July 2017 from http://scholarworks.uno.edu/cgi/viewcontent.cgi?article=3380&context=td 

Van Roekel, N. P. D. (2008). Parent, family, community involvement in education. Policy Brief. Washington, DC: National Education Association . Retrieved on 3 rd July 2017 from http://199.223.128.150/assets/docs/PB11_ParentInvolvement08.pdf. 

Westling, D. L., Fox, L. L., & Carter, E.W. (2015). Teaching Students with Severe Disabilities (5 th Edition). Pearson, INC, ISBN-978-0133388084. 

Assignment 3: Paraeducators 

Introduction 

Paraeducators are individuals who have been employed to work under the supervision of teachers. They provide support to teachers by attending to SD students who require modified instructions or further assistance as a way of adhering to their IEP. Broadly speaking, the job of paraeducators is instructional in nature involving one-on-one tutoring, classroom management, and translating among others (Westling, Fox, Carter, 2015) . Paraeducators play a crucial role in determining the quality of education that SD students get in the end. The purpose of this article is to demonstrate that paraeducators need to be adequately prepared and supported in order to improve their service delivery skills. 

Support and Preparation of Paraeducators 

Paraeducators influence the ability of students with SD and ASD to understand concepts. They help in adapting or rather modifying class instructions for SD students. Paraprofessionals also work with students singly or in groups to help in reinforcing particular skills that were introduced by the instructor. In addition, paraeducators conduct a one-on-one assistance to learners, control independent studies, and help students to acquire self-care skills. Basically, these functions imply that paraeducators are the backbone of special educators since they spend most of their time with students with special needs. In that case, it is true to say that the outcomes of special education to a greater extent is determined by the activities of the paraeducators. 

Due to their crucial role, paraeducators need to be adequately prepared and supported in order to execute their duties more effectively and efficiently. They need to be more knowledgeable to enable them to serve the students without knowledge gaps. Moreover, they need to be supported with enough learning resources that would help them in turning their lessons to be more practical (Giangreco, Edelman & Broer, 2003). In today’s world, successful organizations always provide their employees with an opportunity to improve their skills through training and development programs. When paraeducators are exposed to such programs, they will gain more skills that would enhance their ability to execute their duties. Consequentially, they would manage to improve both the cognitive and social skills of students with ASD. 

Impact of Special Education Teacher Leader on the Performance of Paraeducator 

Leadership plays a significant role in determining the performance of individuals in any organization. In this case, the leadership style of the special education teacher can impact the performance of a paraeducator positively or negatively. Most studies have indicated that effective leadership is the one that empowers. A special education teacher leader, in this case, can empower a paraeducator by providing him with more insight into how to execute his or her duties more professionally. Under this leadership style, a leader is also expected to allow a paraeducator to exercise his or her creative abilities. Apparently, this is an indication that special education teacher leader can directly influence the ability of the paraprofessional to work innovatively and independently. Nakama (2015) noted that a leader needs to identify and nurture exceptional skills of a paraeducator. Besides, he or she needs to help a paraeducator improve on his or her weaknesses. Thus, a special education teacher leader who encourages professional development is more likely to improve the quality of performance of paraprofessional, unlike the one who does not provide such opportunities. 

In conclusion, paraeducators play a crucial role in determining the quality of education that SD students get in the end . They are actively involved in a one-on-one service delivery as well as synthesizing concepts provided to AS students with the teachers. Nevertheless, for paraeducators to execute their duties more diligently and innovatively, they need to be supported and well prepared. On the other hand, this may require the leadership to adopt a style that allows professional development. 

References  

Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2003). Schoolwide planning to improve paraeducator supports. Exceptional Children , 70 (1), 63-78. 

Nakama, S. I. (2015). Dynamics Between Special Education Teachers and Paraeducators in Special Day Classroom Settings Serving Students with Moderate to Severe Disabilities (Doctoral dissertation, Brandman University). 

Westling, D. L., Fox, L. L., & Carter, E.W. (2015). Teaching Students with Severe Disabilities (5 th Edition). Pearson, INC, ISBN-978-0133388084.