Comments on: Role of the classroom aide: To help the child toward independence http://readerswithautism.com/2009/09/role-of-the-classroom-aide-to-help-the-child-toward-independence/ Help for struggling readers on the autism spectrum Mon, 05 Dec 2011 20:42:46 +0000 hourly 1 http://wordpress.org/?v= By: Richard Finegan http://readerswithautism.com/2009/09/role-of-the-classroom-aide-to-help-the-child-toward-independence/comment-page-1/#comment-2241 Richard Finegan Tue, 01 Feb 2011 03:15:36 +0000 http://readerswithautism.com/?p=463#comment-2241 Elainet: It is a shame that we are expected to do so much working directly with the kids, and yet are often the lowest paid employees on campus. Our abilities even when they are appreciated are rarely compensated accordingly. I hope you can see your way clear to remain in education. (Does that look like Sara in the avatar? Sometimes there are bugs in the machinery.) Richard Finegan Elainet:
It is a shame that we are expected to do so much working directly with the kids, and yet are often the lowest paid employees on campus. Our abilities even when they are appreciated are rarely compensated accordingly. I hope you can see your way clear to remain in education.
(Does that look like Sara in the avatar? Sometimes there are bugs in the machinery.)
Richard Finegan

]]> By: elainet http://readerswithautism.com/2009/09/role-of-the-classroom-aide-to-help-the-child-toward-independence/comment-page-1/#comment-2229 elainet Mon, 31 Jan 2011 20:25:05 +0000 http://readerswithautism.com/?p=463#comment-2229 Your description of your educational background and your choice to be a paraeducator is a description of many of us. Many of us have sevearal years or more of college. We are choosing to work as paraeducators because that is the work we love and perhaps are called to do. The problem exists that there is no upper level paraeducator position that occurs between special education teacher with a teacher wage and a paraeducator who makes (in my district)less than an entry level custodian. I am a highly trained paraeducator, working with multiply disabled students who are deaf-blind and non-verbal. Due to a recent law suit I have been observed by several top professionals in the fields of special education and sensory disabilities. The positive feedback on my skills and knowledge has been over the top, and surpassed that of the teachers I work with. On a daily basis I am educating THEM about how to best work with sensory disabled students. I have been advised to go back to school for my teaching degree. If I had the degree I would be up to my neck in IEPs and I would not be able to work closely with a few students. I would be forced to spread myself thinly and delegate. My abilities and experience make me invaluable in my current position, however I have little or no job securtiy and a poor wage. To the school district, I am valued less than the person who empties my wastebasket. My school-year only contract adds to my insecurity and loss of benefits for my family as each contract year comes to an end. I could do mediocre work and my rate of pay would be exactly the same. This web site illustrates that so many of us care very much about the quality of our work, educating ourselves and working to the best of our abilities. Somehow, this group of workers needs to be acknowledged and respected. Amazing paraeducators are finding they cannot financially afford to continue doing the work that they love and students will be the losers. Sadly, I am seeking employment outside the school district for many of the reasons mentioned. Your description of your educational background and your choice to be a paraeducator is a description of many of us. Many of us have sevearal years or more of college. We are choosing to work as paraeducators because that is the work we love and perhaps are called to do. The problem exists that there is no upper level paraeducator position that occurs between special education teacher with a teacher wage and a paraeducator who makes (in my district)less than an entry level custodian. I am a highly trained paraeducator, working with multiply disabled students who are deaf-blind and non-verbal. Due to a recent law suit I have been observed by several top professionals in the fields of special education and sensory disabilities. The positive feedback on my skills and knowledge has been over the top, and surpassed that of the teachers I work with. On a daily basis I am educating THEM about how to best work with sensory disabled students. I have been advised to go back to school for my teaching degree. If I had the degree I would be up to my neck in IEPs and I would not be able to work closely with a few students. I would be forced to spread myself thinly and delegate. My abilities and experience make me invaluable in my current position, however I have little or no job securtiy and a poor wage. To the school district, I am valued less than the person who empties my wastebasket. My school-year only contract adds to my insecurity and loss of benefits for my family as each contract year comes to an end. I could do mediocre work and my rate of pay would be exactly the same. This web site illustrates that so many of us care very much about the quality of our work, educating ourselves and working to the best of our abilities. Somehow, this group of workers needs to be acknowledged and respected. Amazing paraeducators are finding they cannot financially afford to continue doing the work that they love and students will be the losers. Sadly, I am seeking employment outside the school district for many of the reasons mentioned.

]]> By: Richard Finegan http://readerswithautism.com/2009/09/role-of-the-classroom-aide-to-help-the-child-toward-independence/comment-page-1/#comment-162 Richard Finegan Fri, 12 Feb 2010 15:06:47 +0000 http://readerswithautism.com/?p=463#comment-162 Amy: When I find myself hovering close to the child I'm assigned to help, I'll literally cross the room and look for another child I can assist. We do not want our kids to think we are there to lead them by the hand through every assignment or to eliminate all obstacles for them. That does nothing to promote the independence we want for them. There is definitely a place for special day classes. Sara's is a special day class. But not all special day class teachers are as demanding as they should be. Special day class should not be "dumbed down" versions of general ed. Alternatively, general ed classes are not ideal for every student if the necessary supports (special ed resource teacher, classroom aides) are not being provided there. Making sure your child gets what they need is a constant concern, and from year to year you may have to fight the same fights all over again. Hang in there. You may also want to visit our sister website: www.thedemandingclassroom.com. Richard Amy:

When I find myself hovering close to the child I’m assigned to help, I’ll literally cross the room and look for another child I can assist. We do not want our kids to think we are there to lead them by the hand through every assignment or to eliminate all obstacles for them. That does nothing to promote the independence we want for them.

There is definitely a place for special day classes. Sara’s is a special day class. But not all special day class teachers are as demanding as they should be. Special day class should not be “dumbed down” versions of general ed. Alternatively, general ed classes are not ideal for every student if the necessary supports (special ed resource teacher, classroom aides) are not being provided there.

Making sure your child gets what they need is a constant concern, and from year to year you may have to fight the same fights all over again. Hang in there.

You may also want to visit our sister website: http://www.thedemandingclassroom.com.

Richard

]]> By: Amy Leader http://readerswithautism.com/2009/09/role-of-the-classroom-aide-to-help-the-child-toward-independence/comment-page-1/#comment-161 Amy Leader Fri, 12 Feb 2010 09:14:52 +0000 http://readerswithautism.com/?p=463#comment-161 Thank you for this information and insight. I am currently dealing with a struggle to get the right help for my child's teacher at a Waldorf Methods Charter school in Sonoma CA. My child was born with spin bifida which has so many complications attached to it. One complication which in itself has complications is hydracephalus. He has a VP shunt and of late has had several revisions and one of those was due to an infection. I am sure anaphoric cuing is a large reason as to why he struggles with both written and verbal material. He does his best work when there is visual demonstration such as science labs, painting, etc. I have been volunteering in the class for pre algebra this year to be an anchor for my child. I found that helping any child that needs help is the best practice in being an aide to my child and helpful to the teacher. Due to the infection my son was out of school for over a month and upon re-entry the classroom teacher asked at the IEP meeting that a "special day class" be considered. I was outraged. I had to literally bite my lip to keep from yelling. Fortunate for me the special ed. teacher from UCSF who worked with us during the month he was there set the teacher straight. She clearly spoke that socially my child is best served in a regular ed classroom, and while he needs extra support to stay on task and grasp instruction etc. he is very able to learn and give "output". Thank goodness for this angel who agreed that a classroom aide for at least the morning lesson would be best. It is sad that a teacher with only 15 students in his class feels that he cannot give my child what he needs. I feel if that is the case then it is true that none of the children can be taught by this teacher. I think that your practice of leading a child to being independent is so very important. Special ed or regular ed this is the goal of a solid education is for any child. Thank you for this information and insight. I am currently dealing with a struggle to get the right help for my child’s teacher at a Waldorf Methods Charter school in Sonoma CA. My child was born with spin bifida which has so many complications attached to it. One complication which in itself has complications is hydracephalus. He has a VP shunt and of late has had several revisions and one of those was due to an infection. I am sure anaphoric cuing is a large reason as to why he struggles with both written and verbal material. He does his best work when there is visual demonstration such as science labs, painting, etc.
I have been volunteering in the class for pre algebra this year to be an anchor for my child. I found that helping any child that needs help is the best practice in being an aide to my child and helpful to the teacher.
Due to the infection my son was out of school for over a month and upon re-entry the classroom teacher asked at the IEP meeting that a “special day class” be considered. I was outraged. I had to literally bite my lip to keep from yelling.
Fortunate for me the special ed. teacher from UCSF who worked with us during the month he was there set the teacher straight. She clearly spoke that socially my child is best served in a regular ed classroom, and while he needs extra support to stay on task and grasp instruction etc. he is very able to learn and give “output”. Thank goodness for this angel who agreed that a classroom aide for at least the morning lesson would be best.
It is sad that a teacher with only 15 students in his class feels that he cannot give my child what he needs. I feel if that is the case then it is true that none of the children can be taught by this teacher.
I think that your practice of leading a child to being independent is so very important. Special ed or regular ed this is the goal of a solid education is for any child.

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