Fading Supports
(Instructor-Led WORKSHOP)

adult kneeling next to student sitting at a desk thinking while holding a pencil.

Fading refers to gradually removing the services and supports provided to promote student independence and social inclusion.

As paraprofessionals engage in a variety of tasks, the major focus of their time is providing academic and behavioral support for students with disabilities in the classroom. Some tasks will require an ongoing level of support for certain students (e.g., personal care) and others will require the paraprofessional to remain close as they engage with the student and then naturally decrease their engagement little by little to promote independence and social inclusion.  When discussing how we train and use paraprofessionals within a classroom setting, we rarely, if ever, include a conversation on how a paraprofessional can begin to fade their support. Fading refers to gradually removing the services and supports provided to promote student independence and social inclusion. 

Fading Supports
(Instructor-Led WORKSHOP)

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  • Pre-Workshop Information
  • Unit 1: The Why of Fading Supports
  • Unit 2: What is Specialized Instruction and Support
  • Unit 3: High Expectations Matter
  • Unit 4: Evidence-Based Practices
  • Unit 5: Proximity
  • Unit 6: Peer and Other Support
  • Unit 7: Task Analysis
  • Unit 8: Self-Advocacy
  • Unit 9: Fading Supports Through Data-Based Teamwork
  • Resources
  • Open All · Close All
Topics in this unit are:

There are 9 units. Each includes a variety of learning activities: 

  • Make real life connections… through scenarios and reflective exercises.

  • READ… an overview that summarizes the major ideas presented in the unit

  • WATCH… a slideshow that presents relevant information in a varied format.

  • ENGAGE… with specific content that supports and strengthens your understanding.

  • Get introduced to relevant online resources… many of the units also include documents providing links to relevant on-line resources. 

Module Objectives

The Core Competencies for Special Education Paraeducators from the Council of Exceptional Children (CEC) provide a structured framework for ensuring that paraeducators are adequately prepared to support students with disabilities in various educational settings. By focusing on the four key areas of collaboration, assessment, social/emotional/behavioral development, and instruction, these competencies align with the High Leverage Practices (HLPs) for special educators. These practices are critical for fostering effective, inclusive educational experiences for all students.

 

By completing the module, Fading Supports, paraeducators will work towards the core competency of instruction and assessment and collaboration improving their skills and knowledge as they learn how to work closely with teachers, administrators, students, parents, and related services personnel to implement and fade individualized supports for students. The educators should ensure that the paraeducator understands the specific evidence based supports required to meet the needs of students with disabilities and support the child’s need to increase their independence which can be achieved through the fading of adult support. The following core competencies are used as the base of this module.

K 4.2Link between assessment and instruction
K 7.1Purpose of effective teamwork to improve student outcomes
K 3.7Effects of paraeducator’s proximity and fading of paraeducator support on student engagement, learning and independence
S 5.9Provide least intrusive levels of support, fade support, and fade physical proximity from students with disabilities under the guidance of the instructional team
S 5.9Provide least intrusive levels of support, fade support, and fade physical proximity from students with disabilities under the guidance of the instructional team
Approximate Time to Complete

Time to Complete in Full: Approximately 6 hours

This Module has 9 units and 55 lessons on a variety of topics organized by subheadings that all connect to what paraeducators need to know.  

Suggested Facilitation and Engagement

We suggest that it would be best for paraeducators and educators (who support them) to complete this module in tandem. 

Some OPEPP partnering districts create professional learning communities (PLCs) where paraeducators meet up regularly to share what they have learned from the OPEPP modules.  This is a productive practice that has increased para engagement in their professional development.  

Your team of educators can use the reflections after each unit to summarize your learning and ideas and come together to grow in your understanding of best practices. 

Registered users can enroll in this and other modules offered on OPEPP.org and keep track of their progress.

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