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العنوان
Role of Paraeducator Professional in
Supporting Children with
Communicative Disorders and Learning
Disabilities in Inclusive Education \
المؤلف
Helal, Yasmein Gamal Mahmoud
هيئة الاعداد
باحث / Yasmein Gamal Mahmoud Helal
مشرف / Safaa Refaat El-Sady
مشرف / Jilan Fouad Nassar
مناقش / Amal Saeed Abd-El Halim
الموضوع
Paraeducator Professional - Children with Communicative Disorders and Learning Disabilities-
تاريخ النشر
2014
عدد الصفحات
166p. :
اللغة
الإنجليزية
الدرجة
ماجستير
التخصص
الطب النفسي والصحة العقلية
تاريخ الإجازة
1/1/2014
مكان الإجازة
جامعة عين شمس - كلية الطب - امراض التخاطب
الفهرس
Only 14 pages are availabe for public view

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Abstract

SUMMARY
In the field of phoniatrics, children with communication and learning disorders may face an evident
problem at school entry. Integration in general education is
the best choice for them when they reach school age. So,
paraeducator professionals (PEP) play an increasingly
prominent role in supporting students with disabilities in
the general education classroom. PEP is the person who
assists in the instruction and care of disabled students
including management of student behavior, record keeping,
instructional assistance, classroom organization and
interaction with students under supervision and direction of
a classroom teacher.
Children whose ages range between 3-21 years old
and meet the requirements of any of the following
disabilities may need PEP: Autism Spectrum Disorders,
Specific Learning Disability, Traumatic Brain Injury,
Emotional and behavioral disorders, Down’s syndrome,
Mental Retardation, Multiple Disabilities, Deafness,
Hearing Impairment and Deaf/Blindness.
The role of PEP is supporting students with
disabilities academically, behaviorally, socially and
physically. The academic role of PEPs includes:
1- Assisting in developing the Individual Education
Program (IEP).
2- Assisting supplemental instruction.
3- Motivating Students with disabilities in classroom.
4- Taking part in activities that increase student
independence and facilitate student transition from
school to work and to community living.
5- Assisting students to use assistive instructional
technology.
6- Maintaining files or records about student progress
toward goals.
While the behavioral support includes presenting a
systematic behavioral support plans for inappropriate
child’s behavior. The classroom teachers are responsible
for creating positive behavioral strategies. While PEPs
assist the supervising teacher in creating positive
behavioral strategies, observing and recording behavior,
Summary
112
implementing behavior plans and supervising students’
behavior during free play or class activities.
The social role of PEPs allows a student with social
and behavioral needs to be educated in a general education
classroom or school rather than being placed in a more
restrictive and segregated setting. They create
environments that support and promote social competence
and acceptance. This can be done by having awareness of
how students process social information and know what
specific social skills are needed for students to develop
greater levels of social competence.
The physical role of PEPs aims at inclusion of children
with physical disabilities through modifications of methods
of teaching for creating an effective and suitable learning
environment. Therefore, teachers and PEPs share
responsibility of supporting students with physical
disabilities into the classroom. Class teachers are
responsible for planning and delivering While PEPs are
responsible for meeting their mobility and self-care needs
in all school activities. Also they can inform the teacher
about child’s progress and changing needs an appropriate
curriculum that is accessible to the child.
Therefore, PEPs are playing prominent and important
roles in the education of children with disabilities.
However, the use of PEPs to support students with
disabilities may result in a series of unintended effects.
These effects include:
 Interference with ownership and responsibility by
classroom teachers.
 The excessive proximity of PEP to the student of
disability lead to the following effects:
Separation from classmates, dependence on adults,
loss of personal control, loss of gender identity and
interference with instruction of other students.
As PEPs are performing important roles for inclusion
of children with disabilities, they should be highly qualified
and trained. One of the following qualifications of PEP
should be present to be employed in general schools:
Completing two years of study at an institution of
higher education, obtaining an associate’s (or higher)
degree and meeting formal standard of quality and
demonstrating the ability to assist in instructing, reading,
writing and mathematics.
PEPs perform their duties effectively when they are
appropriately supervised. So, supervision should be done
on regularly scheduled basis. Supervision of PEPs includes
all activities done by teachers to provide direction and
guidance to the work of PEPs and its type and level should
be based on the skills and experience of the PEP, the needs
of the student, the instructional setting and the task
assigned. However, New PEP will require more
supervision as well as a PEP who is involved with a new
student. Also, appropriate supervision requires that the
supervisors have skills necessary to direct and manage
PEPs’ activities, skills in working as part of a team and the
ability to make the PEP a part of the instructional team