Why Groups?
The Nature of Special Education
Students who have an IEP generally receive services from a number of individuals. These individuals have a commong goal -- the student learning. Working together increases the opportunities to coordinate services. Coordinated services gives a better chance of reaching the goal. It is important then to use a group approach to working with a student who has an IEP, especially in an inclusive setting.
The Indiana Paraeducator Support Project (IPSP) has developed this module to give a little background and some practical advice and tools on effective groups. While we designed the pages to be done in order, there is no need to do them that way. You may decide to choose pages that seem of interest to you at first, and move to others as you see the need. Please feel free to contact our office if you have questions, or are in need of some support.
- Office phone: 317-274-3326
- E-mail: scraycro@iupui.edu OR fisherm@iupui.edu
What groups do you belong to?
Take a moment to note what groups you are a part of in your job. Consider both formal groups with a name and purpose designated by the school, and informal groups -- people all involved in working with the same student, for example. Realizing that you are a part of an informal group puts you in a better situation to begin to use the skills in this module for greater success with your own work. Answer these questions:
- Who are the members of the group?
- What is the purpose of the group as you see it?
- You may want to ask that same question of others to see if they see the purpose the same as you do.
What you will know and be able to do at the end of this module
- You will have a basic knowledge about how groups function.
- You will be able to structure your group for more productive interactions.
- You will have a few tools to assist the group in working effectively as a group.
CEC Paraeducator Performance Standards
This module has been designed to support paraeducators in meeting the following Council for Exceptional Children (CEC) performance standards for paraeducators:
Standard 6: Language - Knowledge #1
• Characteristics of appropriate communication with stakeholders.
Standard 9: Professional and Ethical Practic - Skill #3
• Demonstrate problem-solving, flexible thinking, conflict management techniques, and analysis of personal strengths and preferences.
Standard 10: Collaboration - Skill #2
• Collaborate with stakeholders as directed
Standard 10: Collaboration - Skill #3
• Foster respectful and beneficial relationships
Standard 10: Collaboration - Skill #4
• Participate as directed in conferences as members of the educational team
Working through this module with others?
Look for "Facilitating comments" on pages for group discussion ideas.In
the activity on this page, if other members of one of your formal or informal
groups is working with you, complete the activity individually and then
compare. Be sure to ask clarifying questions about what someone has written.
We can often write something similar, but our ideas about it may be different.
For example, teachers often say that we should help students develop responsibility.
But to one teacher that may mean making a correct decision for a situation
and allows for freedom of choice. Another teacher may mean it as obedience,
doing just what the student has been told. So ask for examples and further
details about what someone has written.
IPSP
Module Series