Vermont interdependent services team approach: A guide to coordinating educational support services

Vermont interdependent services team approach: A guide to coordinating educational support services (VISTA) is a guide to coordinating educationally related services (e.g., physical therapy, occupational therapy, speech-language pathology) for students with disabilities in inclusive schools

Final Report: Model for Paraprofessional and Supervisor Training Designed to Meet the Needs of Students with Disabilities in General Education Settings

This final report provides information about a project of national significance funded by the U.S. Department of Education, Office of Special Education Programs. The project titled, Model for Paraprofessional and Supervisor Training Designed to Meet the Needs of Students with Disabilities in General Education Settings, was awarded to the Center on Disability and Community Inclusion (UCEDD) at the University of Vermont. The primary purpose of the project was to develop training materials that could be used to provide entry-level and more advanced training for paraeducators who assist in the delivery of special education in inclusive schools and classrooms. The project also developed training materials for teachers and special educators to assist them in directing the work of paraeducators. The materials were developed with an embedded Blue Print designed to facilitate replication after the funding period had ended. The materials were developed with sufficient specificity to be used by novice instructors, yet were flexible enough for use by experienced instructors and applied in a variety of formats (e.g., typical weekly course, intensive summer institute, interactive TV). This report describes, the project\u27s objective and their status along with 13 print products developed by the project and an internet learning center. The remainder of the report describes ongoing activities, continuing concerns, and and assurance of distribution

Final Report: Paraprofessional Support of Students With Disabilities in General Education

This final report provides information about a model demonstration project (CFDA 84.324M) funded by the U.S. Department of Education, Office of Special Education Programs. The project titled, Paraprofessional Supports for Students with Disabilities in General Education Settings, was awarded to the Center on Disability and Community Inclusion (UCEDD) at the University of Vermont and operated between October 1998 and September 2003. This project addressed an important need of national significance, namely the development, implementation, and evaluation of a model to advance the effective use of paraprofessionals to support students with disabilities in general education classes. The model includes a ten step action-planning process that can be used by teams of school personnel to improve paraprofessional supports provided to students with disabilities in their schools. Field-testing of the model was conducted throughout the project period in a total of 50 public schools across all age/grade levels (i.e., primary, elementary, middle, and high school) in 13 states (i.e., AZ, CA, CO, IL, KS, MN, NY, TN, TX, VA, VT, WA, WI). This report describes the project\u27s objective and their status along with 15 print products developed by the project that include 5 published research studies and one other study currently being prepared for publication review. The remainder of the report describes efforts to sustain the project\u27s impact after the grant period ends and assurance of distribution

Revisiting the synergy among values, logical practices, and research: The three musketeers of effective inclusive education

The motto of the Three Musketeers is legendary, “All for one and one for all!” The result of their unity was triumph! To triumph in the realm of meaningful and effective education, we too need to rely on an inseparable triumvirate: values, logical practices, and research. The order in which this trio is presented is purposeful. Effective education begins with values and proceeds to logical practices. Research informs the selection of our logical practices and helps us determine their effectiveness and impact

Prioritizing Instructional Needs of Students with Severe Handicapping Conditions

Traditional instructional processes have focused on assessment, planning, implementation, and evaluation. While these basic steps remain contemporary, there are gaps in the sequence which may adversely affect educational outcomes. Lack of congruence between instructional process steps, selection of non-priority goals and objectives, unbalanced curricular content, lack of parent involvement in educational planning, and frequent absence of critical analysis methodology for the selection of Individual Education Plan goals and objectives represent central problem issues resulting from such instructional process gaps. This article focuses on a practical prioritization process as a method to bridge the gap between assessment and planning. This prioritization process is based upon a set of criteria which are agreed to by planning teams which include educators, related service personnel, and families. This process increases the probability that contextually relevant plans will be developed to assist persons with severe handicapping conditions to maximally participate in a variety of least restrictive, integrated environments

The Paraprofessional Conundrum: Why We Need Alternative Support Strategies

This four-page article describes a conundrum facing schools utilizing paraprofessionals to support students receiving special education. It considers three factors: (a) asked to engage in teacher-type instructional roles, (b) trained and supervised for teacher-type instructional roles, and (c) compensation commensurate with teacher-type instructional roles across six combinations. Regardless of whether or not the factors are present or not it often leads to series of undesirable outcomes. The article suggest a series of alternatives

Guidelines for Selecting Alternatives to Overreliance on Paraprofessionals

The Guidelines for Selecting Alternatives to Overreliance on Paraprofessionals is a field-tested schhol-based planning process. Support for the preparation of this article was provided by the United States Department of Education, Office of Special Education and Rehabilitative Services under the funding category, Model Demonstration Projects for Children and Youth with Disabilities, CFDA 84.324M (H324M02007), awarded to the Center on Disability and Community Inclusion at the University of Vermont. The contents of this document reflect the ideas and positions of the authors and do not necessarily reflect the ideas or positions of the U.S. Department of Education; therefore, no official endorsement should be inferred

Alternatives to Overreliance or Inappropriate Utilization of Paraprofessionals in Special Education

This article describes 12 alternatives to overreliance or Inappropriate utilization of paraprofessionals in special education based utilization in American schools. Support for the preparation of this article was provided by the United States Department of Education, Office of Special Education Programs, under the funding category, Model Demonstration Projects for Children and Youth with Disabilities, CFDA 84.324M (Project EVOLVE, H324M02007), awarded to the Center on Disability and Community Inclusion at the University of Vermont. The contents of this paper reflect the ideas and positions of the authors and do not necessarily reflect the ideas or positions of the U.S. Department of Education; therefore, no official endorsement should be inferred

Guidelines for Making Decisions About I.E.P. Services

The purpose of this booklet is to offer guidance for making decisions about IEP (Individualized Education Program) services for students with disabilities who are eligible for special education under the federal law called the Individuals with Disabilities Education Act, commonly referred to as IDEA. Included are special education and related services (e.g., occupational therapy, physical therapy, and psychological services). These guidelines are based on the IDEA, Vermont regulations, and research-based practices. They are designed to help IEP teams make thoughtful, comprehensive decisions supporting the education of students with disabilities, and enable them to consider important factors before, during, and after reaching those decisions