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Special Ed 101
So talk to me about what's next after a 1:1?
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<blockquote data-quote="Sheila" data-source="post: 81777" data-attributes="member: 23"><p>It's tiring and frustrating....</p><p></p><p>You shouldn't have to ask that difficult child's be appropriately trained, but you have to right to do so. (in writing and via certified mail). If difficult child's para isn't trained and that's what is needed for him to be successful in the LRE, I'd do just that. </p><p></p><p>Some info on paraprofessionals:</p><p></p><p><a href="http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CB%2C300%252E156%2C" target="_blank">http://idea.ed.gov/explore/view/p/,root,regs,300,B,300%2E156,</a></p><p>Regulations: Part 300 / B / 300.156</p><p>Previous Next</p><p>Sec. 300.156 Personnel qualifications.</p><p></p><p>(a) General. The SEA must establish and maintain qualifications to ensure that personnel necessary to carry out the purposes of this part are appropriately and adequately prepared and trained, including that those personnel have the content knowledge and skills to serve children with disabilities.</p><p></p><p>(b) Related services personnel and paraprofessionals. The qualifications under paragraph (a) of this section must include qualifications for related services personnel and paraprofessionals that--</p><p></p><p>(1) Are consistent with any State-approved or State-recognized certification, licensing, registration, or other comparable requirements that apply to the professional discipline in which those personnel are providing special education or related services; and</p><p></p><p>(2) Ensure that related services personnel who deliver services in their discipline or profession--</p><p></p><p>(i) Meet the requirements of paragraph (b)(1) of this section; and</p><p></p><p>(ii) Have not had certification or licensure requirements waived on an emergency, temporary, or provisional basis; and</p><p></p><p>(iii) Allow paraprofessionals and assistants who are appropriately trained and supervised, in accordance with State law, regulation, or written policy, in meeting the requirements of this part to be used to assist in the provision of special education and related services under this part to children with disabilities.</p><p></p><p>(c) Qualifications for special education teachers. The qualifications described in paragraph (a) of this section must ensure that each person employed as a public school special education teacher in the State who teaches in an elementary school, middle school, or secondary school is highly qualified as a special education teacher by the deadline established in section 1119(a)(2) of the ESEA.</p><p></p><p>(d) Policy. In implementing this section, a State must adopt a policy that includes a requirement that LEAs in the State take measurable steps to recruit, hire, train, and retain highly qualified personnel to provide special education and related services under this part to children with disabilities.</p><p></p><p>(e) Rule of construction. Notwithstanding any other individual right of action that a parent or student may maintain under this part, nothing in this part shall be construed to create a right of action on behalf of an individual student or a class of students for the failure of a particular SEA or LEA employee to be highly qualified, or to prevent a parent from filing a complaint about staff qualifications with the SEA as provided for under this part.</p><p></p><p>(Authority: 20 U.S.C. 1412(a)(14))</p><p></p><p><a href="https://web.archive.org/web/20080512052619/http://a257.g.akamaitech.net/7/257/2422/01jan20061800/edocket.access.gpo.gov/2006/pdf/06-6656.pdf" target="_blank">https://web.archive.org/web/20080512052619/http://a257.g.akamaitech.net/7/257/2422/01jan20061800/edocket.access.gpo.gov/2006/pdf/06-6656.pdf</a></p><p>Discussion: Personnel training needs</p><p>vary across States and it would be</p><p>inappropriate for the regulations to</p><p>require training on specific topics.</p><p>Consistent with § 300.156 and section</p><p>612(a)(14) of the Act, each State is</p><p>responsible for ensuring that teachers,</p><p>related services personnel,</p><p>paraprofessionals, and other personnel</p><p>serving children with disabilities under</p><p>Part B of the Act are appropriately and</p><p>adequately prepared and trained and</p><p>have the content knowledge and skills</p><p>required to serve children with</p><p>disabilities.</p><p>Changes: None.</p><p></p><p>Comment: One commenter</p><p>recommended that the regulations</p><p>include standards for highly qualified</p><p>special education paraprofessionals,</p><p>similar to the requirements under the</p><p>ESEA.</p><p>Discussion: Section § 300.156(b)</p><p>specifically requires the qualifications</p><p>for paraprofessionals to be consistent</p><p>with any State-approved or State recognized</p><p>certification, licensing,</p><p>registration, or other comparable</p><p>requirements that apply to the</p><p>professional discipline in which those</p><p>personnel are providing special</p><p>education or related services.</p><p>In addition, the ESEA requires that</p><p>paraprofessionals, including special</p><p>education paraprofessionals who assist</p><p>in instruction in title I-funded programs,</p><p>have at least an associates degree, have</p><p>completed at least two years of college,</p><p>or meet a rigorous standard of quality</p><p>and demonstrate, through a formal State</p><p>or local assessment, knowledge of, and</p><p>the ability to assist in instruction in</p><p>reading, writing, and mathematics,</p><p>reading readiness, writing readiness, or</p><p>mathematics readiness, as appropriate.</p><p>Paraprofessionals in title I schools do</p><p>not need to meet these requirements if</p><p>their role does not involve instructional</p><p>support, such as special education</p><p>paraprofessionals who solely provide</p><p>personal care services. For more</p><p>information on the ESEA requirements</p><p>for paraprofessionals, see 34 CFR 200.58</p><p>and section 1119 of the ESEA, and the</p><p>Departments nonregulatory guidance,</p><p>Title I Paraprofessionals (March 1,</p><p>2004), which can be found on the</p><p>Departments Web site at: <a href="http://www.ed.gov/policy/elsec/guid/paraguidance.pdf" target="_blank">http://www.ed.gov/policy/elsec/guid/paraguidance.pdf</a> .</p><p>We believe these requirements are</p><p>sufficient to ensure that children with</p><p>disabilities receive services from</p><p>paraprofessionals who are appropriately</p><p>and adequately trained. Therefore, we</p><p>decline to include additional standards</p><p>for paraprofessionals.</p><p>Changes: None.</p></blockquote><p></p>
[QUOTE="Sheila, post: 81777, member: 23"] It's tiring and frustrating.... You shouldn't have to ask that difficult child's be appropriately trained, but you have to right to do so. (in writing and via certified mail). If difficult child's para isn't trained and that's what is needed for him to be successful in the LRE, I'd do just that. Some info on paraprofessionals: [url]http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CB%2C300%252E156%2C[/url] Regulations: Part 300 / B / 300.156 Previous Next Sec. 300.156 Personnel qualifications. (a) General. The SEA must establish and maintain qualifications to ensure that personnel necessary to carry out the purposes of this part are appropriately and adequately prepared and trained, including that those personnel have the content knowledge and skills to serve children with disabilities. (b) Related services personnel and paraprofessionals. The qualifications under paragraph (a) of this section must include qualifications for related services personnel and paraprofessionals that-- (1) Are consistent with any State-approved or State-recognized certification, licensing, registration, or other comparable requirements that apply to the professional discipline in which those personnel are providing special education or related services; and (2) Ensure that related services personnel who deliver services in their discipline or profession-- (i) Meet the requirements of paragraph (b)(1) of this section; and (ii) Have not had certification or licensure requirements waived on an emergency, temporary, or provisional basis; and (iii) Allow paraprofessionals and assistants who are appropriately trained and supervised, in accordance with State law, regulation, or written policy, in meeting the requirements of this part to be used to assist in the provision of special education and related services under this part to children with disabilities. (c) Qualifications for special education teachers. The qualifications described in paragraph (a) of this section must ensure that each person employed as a public school special education teacher in the State who teaches in an elementary school, middle school, or secondary school is highly qualified as a special education teacher by the deadline established in section 1119(a)(2) of the ESEA. (d) Policy. In implementing this section, a State must adopt a policy that includes a requirement that LEAs in the State take measurable steps to recruit, hire, train, and retain highly qualified personnel to provide special education and related services under this part to children with disabilities. (e) Rule of construction. Notwithstanding any other individual right of action that a parent or student may maintain under this part, nothing in this part shall be construed to create a right of action on behalf of an individual student or a class of students for the failure of a particular SEA or LEA employee to be highly qualified, or to prevent a parent from filing a complaint about staff qualifications with the SEA as provided for under this part. (Authority: 20 U.S.C. 1412(a)(14)) [url]https://web.archive.org/web/20080512052619/http://a257.g.akamaitech.net/7/257/2422/01jan20061800/edocket.access.gpo.gov/2006/pdf/06-6656.pdf[/url] Discussion: Personnel training needs vary across States and it would be inappropriate for the regulations to require training on specific topics. Consistent with § 300.156 and section 612(a)(14) of the Act, each State is responsible for ensuring that teachers, related services personnel, paraprofessionals, and other personnel serving children with disabilities under Part B of the Act are appropriately and adequately prepared and trained and have the content knowledge and skills required to serve children with disabilities. Changes: None. Comment: One commenter recommended that the regulations include standards for highly qualified special education paraprofessionals, similar to the requirements under the ESEA. Discussion: Section § 300.156(b) specifically requires the qualifications for paraprofessionals to be consistent with any State-approved or State recognized certification, licensing, registration, or other comparable requirements that apply to the professional discipline in which those personnel are providing special education or related services. In addition, the ESEA requires that paraprofessionals, including special education paraprofessionals who assist in instruction in title I-funded programs, have at least an associates degree, have completed at least two years of college, or meet a rigorous standard of quality and demonstrate, through a formal State or local assessment, knowledge of, and the ability to assist in instruction in reading, writing, and mathematics, reading readiness, writing readiness, or mathematics readiness, as appropriate. Paraprofessionals in title I schools do not need to meet these requirements if their role does not involve instructional support, such as special education paraprofessionals who solely provide personal care services. For more information on the ESEA requirements for paraprofessionals, see 34 CFR 200.58 and section 1119 of the ESEA, and the Departments nonregulatory guidance, Title I Paraprofessionals (March 1, 2004), which can be found on the Departments Web site at: [url]http://www.ed.gov/policy/elsec/guid/paraguidance.pdf[/url] . We believe these requirements are sufficient to ensure that children with disabilities receive services from paraprofessionals who are appropriately and adequately trained. Therefore, we decline to include additional standards for paraprofessionals. Changes: None. [/QUOTE]
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