A Core Curriculum & Training Program To Prepare Paraeducators To Work in Transitional Services and Supported Employment Programs. Second Edition.

Autor/inn/en	Pickett, Anna Lou; Faison, Karen; Formanek, John; Woods, James
Institution	City Univ. of New York, NY. Center for Advanced Study in Education.
Titel	A Core Curriculum & Training Program To Prepare Paraeducators To Work in Transitional Services and Supported Employment Programs. Second Edition.
Quelle	(1999), (241 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Child Development; Communication Skills; Competency Based Education; Disabilities; Diversity (Student); Education Work Relationship; Family Involvement; Paraprofessional School Personnel; Safety; Secondary Education; Staff Role; Student Rights; Supported Employment; Teaching Methods; Team Training; Transitional Programs; Vocational Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kindesentwicklung; Kommunikationsstil; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Handicap; Behinderung; Sicherheit; Sekundarbereich; Arbeitsförderungsmaßnahme; Teaching method; Lehrmethode; Unterrichtsmethode; Teamcoaching; Ausbildung; Berufsbildung
Abstract	These instructional materials are designed to improve the performance of paraeducators working in transitional services and supported employment for teenagers and young adults with disabilities. The competency-based program helps participants to learn skills they can apply immediately, to accept new practices, and to increase their understanding of education issues. The modules cover: (1) strengthening the instructional team, roles of paraeducators working in transitional and vocational services, and communication and problem solving; (2) human and legal rights of children with disabilities and their families; (3) principles of human development and factors that may impede typical human development; (4) the instructional process (individualized education and transition plans, assessment, data collection, goals and objectives, instructional interventions, and instructional methods for facilitating transition); (5) working with families; (6) appreciating diversity; and (7) emergency, health, and safety procedures. The format for the instructional modules includes: instructional objectives, equipment and resources required, suggested training activities and exercises, background information for the trainer, and handouts and transparencies. Training procedures involve small group discussions, brainstorming, problem solving, case studies, and role plays. (References accompany each module.) (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01