At one point, early in ParaEducate history, the thought of making \u201cmore Renays\u201d was a focus. But that was then, and this is now. Having more paraeducators who know how to respond to the variety of things students are asking directly and indirectly and dealing with the things they bring day in and day out.<\/p>\n\n\n\n
The student in front of you is just that. One student. The phrase is used often to describe meeting someone with any specific disability category. This acknowledges the way a student experiences life before and after school being a part of their life.<\/p>\n\n\n\n
And like students, paraeducators bring their own experiences and life before and after being out of school. We can\u2019t fix all the things that prevent access. Even when it is the student\u2019s own worries or trauma in the way. The hardest part of education is that every single cog in the machine is unique and human. Patterns do show up but patterns are the only thing we can rely on. <\/p>\n\n\n\n
Renay accepts the importance of paraeducators with a variety of experiences. The goal of having paraeducators who are trained is still the goal of ParaEducate.<\/p>\n\n\n\n
Renay was redirected recently to a box stored in the garage. It was a series of curriculum-specific adaptations in various forms of readiness. And it got Renay thinking. What if all the curriculum was ready to go? What makes it accessible? What makes the team know it is there?<\/p>\n\n\n\n
Curriculum adaptations take time and are tested by a variety of students for a variety of reasons. But if all of that time and energy is not given attention regularly, someone else will come along and reinvent the wheel. Even if parts are fine for a student, then the missing parts are never used.<\/p>\n\n\n\n
It is not enough to know that a modification needs to be made. The planning and preparations needs to be in place, and whatever was done needs to be preserved so that the modification can support future students.<\/p>\n\n\n\n It is not enough to know that a modification needs to be made. The planning and preparations needs to be in place, and whatever was done needs to be preserved so that the modification can support future students.<\/p>ParaEducate<\/cite><\/blockquote><\/figure>\n\n\n\n Preserving and documenting everything has a purpose; that\u2019s the hardest part. Preservation of modifications in both physical and digital forms is hard. Organization is only half the battle. Always referencing that these modifications exist is important for seasoned veterans and new employees.<\/p>\n\n\n\n There is something in a student playbook that there will be at least one student who will get under your skin. The behaviors are particularly irritating. And this student thrives on the connection they find with you.<\/p>\n\n\n\n What you do with your reaction? No reaction? Calm voice? Social story? Directly explain why the behavior is wrong? Ignoring the behavior? Yell? Send them to the office? Be prepared to watch the sparks fly.<\/p>\n\n\n\n Now, the student who studies your reaction and lets all the behaviors unlock at the same time is a special case and really needs you to take apart all the pieces that they are trying to communicate to you. It is often challenging. And you may never know all the pieces. But in the meantime, honor students and their potential connection. And if you\u2019re really bothered, ask for a reassignment. There is no shame in admitting you might not be the right person for the student.<\/p>\n\n\n\n That part might be hard for many to understand. Afterall, for paraeducators who have been at work for a long time, more than five years, they now have professional standing. The world and the classrooms they have been working in feel familiar. They have some tools that many have not have had.<\/p>\n","protected":false},"excerpt":{"rendered":" At one point, early in ParaEducate history, the thought of making \u201cmore Renays\u201d was a focus. But that was then, and this is now. Having more paraeducators who know how to respond to the variety of things students are asking directly and indirectly and dealing with the things they bring day in and day out. […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10,70,71,9],"tags":[7,6,5],"class_list":["post-179","post","type-post","status-publish","format-standard","hentry","category-behavior-strategies","category-curriculum","category-modifications","category-paraeducator","tag-behavior-strategies","tag-paraeducate","tag-paraeducators"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\tTeaching For the Right Reasons<\/h2>\n\n\n\n