Webinar #4 (recorded on 3/9/2021) focuses on these questions –
- I received a question from a parent interested in the role of paraprofessionals w/in Special Ed.
- How do the education/certification requirements for a special education teacher compare to special education paraprofessionals?
- Is there specific training provided to paraprofessionals in special education settings?
- When and why is a para chosen as a student’s IEP pull out instruction leader instead of a certificated Special Education teacher?
- Is there a daily system of feedback between the para and the teacher to track progress or lack thereof?
- Families are still having a hard time getting access to in-person appointment services for LRC1 students. I’ve received feedback that parents are requesting appointment services for students with learning regression during IEP meetings but still being told it isn’t an option. Are you aware of these situations and how can more students get access to in-person assistance?
- The district is currently bargaining with the teacher’s union and other unions to allow secondary students to return to hybrid in-person learning at least one day per week.
- If those union agreements can be reached, would that provide an opportunity for LRC2 students to attend their general education classes in-person with their peers?
- If union agreements can be reached, could students with IEPs (both LRC1 & LRC2) be given access to more time in-person teaching than students without IEPs?
- Would separate bargaining need to occur for the special education population to take advantage of those opportunities like what happened with the K-3 memorandum of understanding (or MOU)?
You can find it on the Special Education Page.
