Inclusion Online Training

The participant will:

• Define the job title of paraeducator and acquire knowledge of general characteristics.
• Identify common myths about paraeducators.
• Recognize paraeducator accommodation and modification guidelines.
• Recognize the importance of providing an orientation to the classroom.
• Learn to define specific paraeducator duties.
• Identify strategies for planning with paraeducators.
• Describe various instructional arrangements for teachers and paraeducators.

The participant will:

• Understand the roles and responsibilities of the teacher as a supervisor of paraeducators.
• Differentiate the roles of official and immediate supervisor and identify specific responsibilities of classroom teachers as immediate supervisors.
• Identify tips, strategies, and suggestions for effective supervision of paraeducators.
• Learn effective strategies for dealing with paraeducators assigned to classrooms.
• Understand the classroom teacher's role in paraeducator performance evaluation.
• Learn effective strategies for dealing with classroom instructional problems involving the paraeducator.

The participant will:

• Understand the purpose of instructional or behavioral data collection.
• Review tips for successful data collection.
• Discover various methods for collecting instructional data.
• Examine various methods for collecting behavioral data.
• Learn how to make good decisions based on data.

The participant will:

• Gain a basic understanding of the role that instruction in organizational skill strategies plays in assisting students to focus on the learning process and accomplish an academic task independently.
• Be able to teach organizational strategies.
• Learn suggestions for providing feedback to students.
• Know strategies to use when working with students on teacher-pleasing behavior, understanding and completing assignments, reading textbooks, taking tests, writing paragraphs, and understanding concepts.
• Understand how to assist students in becoming proficient, strategic learners.

The participant will:

• Discuss difficulties that struggling readers might have when navigating a textbook.
• Identify the characteristics of expository text.
• Review three features of textbooks that can influence a student's understanding of textbook material.
• Understand the broad benefits of intervention strategies for struggling readers.
• Discover strategies for supporting reading fluency.
• Learn strategies for supporting concentration and organization.
• Review strategies for supporting reading comprehension.
• Identify strategies for assisting students to be self-motivated and competent readers.

The participant will:

• Learn the reason for the inclusion of students with special needs in the general classroom.
• Distinguish informal modifications from specified modifications.
• Identify a variety of reasons for making student modifications.
• Understand basic concepts associated with making modifications.

The participant will:

• Define instructional modifications (accommodations) and curricular modifications (modifications).
• Become familiar with the different levels of modifications.
• Distinguish between accommodations and modifications.
• Describe the process of defining and developing curricular modifications.
• Learn strategies for making curricular modifications.
• Understand the importance of monitoring and documenting student progress.

The participant will:

• Learn what noncompliant behavior is.
• Recognize reasons for noncompliance.
• Learn techniques to prevent or minimize noncompliance.
• Identify strategies to use with a student who demonstrates noncompliance with verbal requests and directions.
• Become familiar with strategies to use with a student who is noncompliant with school and classroom rules.

The participant will:

• Become familiar with the challenges of working with defiant students.
• Identify the five stages of defiant behavior and the appropriate intervention at each stage.
• Review how to communicate appropriately through body language and voice tone.
• Learn how to counteract unreasonable expectations.
• Understand how to set limits effectively.

The participant will:

• Identify the disabilities included under the IDEA legislation.
• Learn characteristics and intervention suggestions for students with learning disabilities.
• Learn characteristics and intervention suggestions for students with emotional disturbance.
• Learn characteristics and intervention suggestions for students with intellectual disabilities.
• Learn characteristics and intervention suggestions for students with orthopedic impairment.
• Learn characteristics and intervention suggestions for students with other health impairments.

The participant will:

• Identify the disabilities included under the IDEA legislation.
• Learn characteristics and intervention suggestions for students with speech and language impairment.
• Learn characteristics and intervention suggestions for students with visual impairment.
• Learn characteristics and intervention suggestions for students who are deaf or hard of hearing.
• Learn characteristics and intervention suggestions for students with traumatic brain injury.
• Learn characteristics and intervention suggestions for students with autism spectrum disorder.
• Learn characteristics and intervention suggestions for students with developmental delay.
• Learn characteristics and intervention suggestions for students with ADHD.
• Learn characteristics and intervention suggestions for gifted students.

The participant will:

• Learn the definition of autism spectrum disorder.
• Gain an overview of the causes and diagnosis of ASD.
• Become familiar with characteristics and issues associated with ASD.
• Discover the prevalence of ASD and the prognosis for students with the disorder.

The participant will:

• Review the definition of autism spectrum disorder.
• Understand the definition and characteristics of social interaction.
• Gain information on how learning issues impact social interactions.
• Learn about different instructional approaches for social skills training.
• Gain tips to make social skills instruction more effective.

The participant will:

• Review the definition of autism spectrum disorder.
• Understand the definition and function of communication.
• Examine the communication characteristics associated with ASD.
• Gain information on how learning issues impact communication.
• Learn about the different modes of communication that children with ASD may use.
• Develop ways to make communication with children with ASD more effective.

The participant will:

• Review the definition of autism spectrum disorder.
• Become familiar with the behavioral characteristics associated with ASD.
• Understand the needs and functions of behavior.
• Discover how positive behavioral supports can help prevent challenging behaviors.
• Learn techniques for replacing challenging behaviors with positive behaviors.
• Examine common tools of support and effective management techniques.

The participant will:

• Learn that conflict can have both positive and negative results.
• Discover how conflict affects special education.
• Define conflict.
• Understand common responses to conflict.
• Become familiar with a problem-solving and conflict resolution process.
• Identify six steps to collaborative problem solving.

The participant will:

• Discover the importance of the lEP development process.
• Understand the purpose of an IEP meeting.
• Learn proactive steps to take before an IEP meeting.
• Identify ways to ensure a productive IEP meeting.
• Learn effective IEP meeting follow-up measures.
• Develop strategies for enhancing an IEP meeting.
• Learn strategies for handling unusual circumstances related to lEP meetings.

The participant will:

• Understand the importance of effective communication.
• Learn the elements of the communication process.
• Learn strategies to send effective verbal messages.
• Understand the importance of listening and the elements of the process.
• Learn about nonverbal and paraverbal communication.
• Understand factors that affect communication.

The participant will:

• Define instructional modifications (accommodations).
• Identify general, basic accommodation information and tips.
• Learn about accommodations for students with learning disabilities.
• Explore accommodation strategies for students with behavior disorders.
• Examine suggestions for accommodating students with intellectual disabilities.
• Become familiar with accommodation strategies for students with ASD.
• Learn about accommodating students with attention disorders.

The participant will:

• Think about strategies for helping students with special needs.
• Review strategies for questioning students.
• Examine options for extending time given for assignments and tests.
• Explore ideas for shortening assignments.
• Discover ways to prompt students to recall information.
• Understand how task analysis can help students with special needs.
• Learn tips for adapting study guides.
• Understand the role of assistive technology in accommodating student needs.
• Examine two different ways to approach assessment accommodations.
• Identify appropriate accommodations as prescription medicine for students with special needs.

The participant will:

• Identify bloodborne pathogens and other biohazards.
• Recognize possible consequences of contamination from bloodborne pathogens.
• Discover what techniques you can use to protect yourself from bloodborne pathogens and other biohazards.
• Learn about controls associated with bloodborne pathogens and other biohazards.
• Understand how to prevent contamination after accidental exposure.
• Practice theoretical responses to different scenarios involving bloodborne pathogens and other biohazards.

The participant will:

• Understand the importance of learning first aid and its role in providing a safe learning environment.
• Learn how to prevent and prepare for emergencies.
• Study how to prevent disease and parasite transmission.
• Gain an understanding of the content and importance of an emergency action plan.
• Learn the initial steps in emergency response.
• Study how to check the scene for safety.
• Gain an understanding of when to call and how to interact with the emergency medical services (EMS) system.

The participant will:

• Learn how to respond and provide care in the event of an emergency or sudden illness.
• Review information contained in INC Course 145:
  Introduction to Emergency Action Principles.
• Learn about common emergency situations.
• Gain an understanding of how to evaluate and treat wounds.
• Study how to control bleeding.
• Learn how to help burn victims.
• Study how to evaluate and treat musculoskeletal injuries.
• Gain an understanding of how to help victims of sudden illnesses.
• Learn how to handle heat- and cold-related illnesses.

The participant will:

• Become knowledgeable about basic confidentiality requirements for working with students with disabilities.
• Learn the basic requirements of FERPA for serving students with disabilities in the school setting.
• Understand the intent of HIPAA and its effect on schools.

The participant will:

• Learn the importance of motivation to the achievement of gifted learners.
• Debunk myths associated with gifted learners.
• Discuss why some gifted learners perform below their ability.
• Identify strategies that will help motivate gifted learners.

The participant will:

• Understand the definitions of different language impairments.
• Identify ways to treat students' communication disorders.
• Learn the sequence of successful learning for a student with language delays.
• Review strategies for improving listening skills to increase language skills in the classroom.
• Discover ways to increase student comprehension by checking for understanding.

The participant will:

• Learn terminology associated with academic assessments.
• Identify the importance of collecting baseline data.
• Pinpoint ways to use assessment data to determine present levels of performance.
• Assess the types of data that are used to show and monitor progress.
• Discover how different types of assessment can influence student learning.
• Explain why assessments are important sources of information for those who teach and support students with special needs.

The participant will:

• Identify various team members who could have a role in the lEP process.
• Understand the role each IEP team member plays in developing and implementing a student's IEP.
• Understand the responsibilities of the IEP case manager.

The participant will:

• Learn the definition and characteristics of ADHD.
• Identify the symptoms of ADHD.
• Discover the prevalence of ADHD.
• Investigate the various treatment approaches for ADHD.
• Learn the best ways to educate students with ADHD.
• Identify the best accommodation ideas and instructional techniques for students with ADHD.

The participant will:

• Define co-teaching and its essential elements.
• Identify the rationale for using a co-teach model and its benefit to students.
• Give non-examples of co-teaching basics.
• Describe different models of co-teaching.
• Explain the specific responsibilities of the general education and special education teacher.
• Name fundamental issues to consider prior to implementing a co-teaching model.
• Understand how to determine the effectiveness of co-teaching efforts.

The participant will:

• Develop an understanding of the common concerns faced by families of individuals with disabilities.
• Become aware that parents want you to have high expectations for their children with disabilities.
• Learn what actions you can take to address safety concerns of parents.
• Understand your role in helping positively shape the attitudes of others toward individuals with disabilities.
• Identify ways to ease transitions for students with disabilities and their families.

The participant will:

• Be introduced to the concept of prompting for students with autism spectrum disorder.
• Examine the rationale for using prompting strategies in instruction and learning.
• Discover the varying levels of prompting.
• Understand how the prompt hierarchy can be used to promote student independence.
• Discuss the advantages associated with prompting.
• Review the disadvantages associated with prompting.
• Learn tips and strategies for applying prompting procedures appropriately.
• Look at some examples of prompting to promote student success.

The participant will:

• Be able to explain the type of assistance a student can receive after it's clear that he or she needs help.
• Define Rtl and describe an Rtl model.
• Identify the rationale for using an Rtl model and its benefit to students.
• Describe essential components of Rtl.
• Explain the laws that led to the development of tiered services in public education.
• Understand the need for collaboration between special education and general education teachers within an Rtl model.

The participant will:

• Review the definition of "parent" according to IDEA (2004).
• Identify who should be included on the lEP team.
• Determine the importance of parental involvement in the
  IEP process.
• Understand the grief cycle that parents of children with disabilities experience.
• Identify the barriers that may prevent culturally and linguistically diverse parents from participating in the lEP process.
• Understand how to support families of children with disabilities through the beginning stages of the lEP process.

The participant will:

• Identify ways to support parents of children with disabilities before the IEP meeting.
• Review how to support parents on the day of the lEP meeting.
• Learn tips for facilitating effective IEP meetings.
• Discuss ways to support parents after the lEP meeting is over.
• Learn how to guarantee high-quality translating services.
• Know how to utilize progress report meetings effectively.

The participant will:

• Define the positive behavior support (PBS) approach and describe its main features.
• Explain the research basis for implementing positive behavior support.
• Differentiate universal, small group, and individual supports.
• Describe the responsibilities of the general education teacher in the implementation of positive behavior support.
• Provide examples of universal behavior supports and review the situations when a secondary level of support would be appropriate.
• Provide examples of individual behavior supports.

The participant will:

• Gain a practical understanding of the issue of bullying.
• Identify the different players in a bullying situation.
• Develop strategies for preventing bullying from occurring in the school setting.
• Learn how to intervene and address bullying when it does occur.

The participant will:

• Understand the importance of good classroom management.
• Discuss who is responsible for classroom management and student discipline.
• Learn how to be effective when handling discipline issues.
• Review the importance of established classroom rules and expectations.
• Learn why inappropriate behaviors occur.
• Learn actions recommended for bullying behavior.
• Define how to set limits effectively.
• Discover proactive tips and hints for managing student behavior.

The participant will:

• Gain an understanding of the need for students to have good social skills.
• Recognize the role of teaching social skills and bully prevention.
• Learn how to teach students social skills.
• Recognize the basic manners that should be expected of and taught to students.
• Learn ways to help students understand the importance of good manners and appropriate social skills.
• Review appropriate ways for students to interact with persons with disabilities.
• Identify important communication skills and ways to assist students in gaining those skills.