Paras as Interveners
(Self-Paced MODULE)
Interveners are support professionals who provide consistent one-to-one support throughout the instructional day to students with combined hearing-vision loss (dual sensory impairment). This workshop is designed to equip the practicing paraeducators with the knowledge and skills needed to understand the role of intervener and begin to support children with dual sensory impairment, better enabling them to meet their learning goals. This workshop is best suited for educational teams who support one or more children with combined hearing-vision loss or those who could do so in the future. This is not a course that leads to the Intervener Certificate or credential but it is a first step in understanding the role and can be counted as hours towards renewal of that certificate or credential. Ideally, paraeducators and the team members who also educate the child – should register and complete the workshop together.
There are 8 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.
- REFLECT… on how you can put this knowledge to work in your role.
Get introduced to relevant online resources… many of the units also include documents providing links to relevant on-line resources.
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, Paras as Interveners module, paraeducators will work towards all the core competencies improving their skills and knowledge as they learn how to work closely with teachers, administrators, students, parents, and related services personnel to implement individualized instructional supports for students. Effective instruction should be guided by the educator and ensures that the paraeducator understands the specific evidence based supports required to meet the needs of students with disabilities. The following core competencies are used as the base of this module.
| K 5.2 | Instructional strategies and instructional technology to support the individual student’s learning |
|---|
| S 3.13 | Understand and articulate common educational and medical terminology used in the school setting |
|---|---|
| S 3.14 | Use techniques to address personal care, medical care, and physical assistance to students with disabilities as directed or authorized by a licensed professional |
| S 3.9 | Use and maintain adaptive equipment/materials and assistive technology for students with disabilities as determined by the instructional team |
|---|---|
| S 3.10 | Support students with disabilities in their use of augmentative and alternative communication devices and other assistive technology under the guidance of the instructional team |
| S 3.6 | Adapt the physical environment and modify learning materials and activities as directed by the instructional team |
|---|
| S 2.4 | Align communication methods to individual’s language proficiency under the guidance of the instructional team |
|---|---|
| S 2.5 | Provide opportunities and support for children to understand, acquire, and use verbal and nonverbal means to communicate thoughts and feelings under the guidance of the instructional team |
| S 2.1 | Support student’s independence, self-advocacy, positive sense of identity, self-control, and self-reliance under the guidance of the instructional team |
|---|
| K 2.8 | Effect of speech and language development on academic and nonacademic learning of students with disabilities |
|---|---|
| K 2.9 | Non-verbal modes of communication used by students with disabilities including augmentative and alternative communication |
| K 2.1 | Cognitive, physical, social, emotional, and language development which impact milestones of students with disabilities compared to typically developing peers |
|---|---|
| K 2.2 | Educational challenges manifested as a result of varying disabilities |
| K 2.3 | Effect of disabilities on students, families, and society through the lifespan |
| S 1.5 | Recognize and respect role differences of teachers, paraeducators, and other licensed professionals |
|---|---|
| S 1.6 | Recognize the role of the licensed professional as the leader of the instructional team |
| S 1.7 | Practice within the limits of the defined paraprofessional role |
Time to Complete in Full: Approximately 6 hours
This Module has 8 units and 44 lessons on a variety of topics organized by subheadings that connect to what paraeducators need to know when supporting students as an intervener.
.
This module is a first step to learning about the special roles that interveners play within inclusive education settings. It is designed for paraeducators who might support children with visual or hearing impairments or are deafblind. It is a nice preview to the courses that a paraeducator would take to receive their associates degree as a intervener through programs like Shawnee State (OHIO).
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.
Paras as Interveners
(Self-Paced MODULE)
OCCRRA verification
If you want the OCCRRA verification and credit, you will need to register separately on OCCRRA for this course. If your verification is not showing up through the OCCRRA site, please email Julie Kugler-Ackley at jkackley@fuse.net, and she will look into it for you. If you are interested in verifying that your work has been verified through OCCRRA, it is best to do so on your computer rather than through your phone or mobile access.