Special Education Paraeducator Aide

summary description

under supervision, works in a special education classroom assisting teaching staff in a variety of instructional activities. Provides individual or group assistance depending on student or class’s functional living, academic skills, and/or behavioral support needed. May also provide attendant services to students with various intellectual and/or physical disabilities. Performs related work as required.

assists teachers in special education classrooms and supports students as described in the following programs.

the para educator aide ii works in special education classrooms assisting teachers and/or special education students within general and/or special education settings and specialized programs such as cls (comprehensive life skills), ec (early childhood), ma (multi-age), sip (social intervention programs), strategies (autism spectrum disorders), social resource and/or resource classrooms as well as one‑on‑one assistance. A para educator aide ii working at a title i school must be highly qualified.

May act as liaison between general education teachers and resource teachers, preview instructional information when possible, and attend seminars and conferences.

para educator aides may be assigned to a variety of special education programs or individual students who require adult support based upon their ieps. Duties may include:

• assist students with intellectual, physical, or behavioral disabilities in boarding and de‑boarding buses before and after school; help them reach proper locations in school; accompany them into general education classrooms; provide attendant services (diapering, toileting, washing faces, etc.) as needed;
• support instruction in proper health and hygiene habits; perform delegated procedures such as clean intermittent catheterization; provide emergency and first‑aid care as necessary;
• move students weighing 50–80 pounds daily and repetitively; follow proper safety procedures;
• prepare and help feed students as needed; support instruction in functional life skills; realize individual needs of students with intellectual, physical, and/or behavioral disabilities and modify general education classroom assignments occasionally;
• follow behavior plans as outlined in students’ ieps; use positive behavior management techniques; assist with lesson assignments; reinforce learning concepts to students;
• maintain discipline and order on the playground, lunchroom, library, and classrooms; accompany students on field trips; arrange and adjust wheelchairs, oxygen hoses, and other equipment as needed;
• communicate with special education teachers about concerns and observations; assist in maintaining bulletin boards; assist children with medication when trained; assist in operating classroom equipment or students’ assistive technology devices; assist in recording student progress toward goals; develop instructional materials and prepare graphs and charts;
• assist in modification of the general education curriculum; participate in district training programs; implement non‑violent behavioral intervention procedures; maintain confidentiality regarding student information and records.

the program serves three, four, and five‑year‑olds with disabilities. Curriculum addresses literacy and math readiness, gross and fine motor, self‑help, communications, and social skills.

provides social–emotional development and serves students with behavioral challenges in a small‑group setting. Combines practices of ec and sip to suit student needs.

focuses on communication and social‑emotional skill development for students with deficits, often due to autism. Uses a variety of strategies and data collection.

provides a developmentally appropriate, inclusive environment for three‑five‑year‑olds, giving them learning opportunities in a classroom with typically developing peers.

co‑teaching model that delivers kindergarten standards alongside special education services.