Question 1

Describe situations that are likely to present difficulties in the development of a positive teacher-paraprofessional relationship.

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Question 2

Discuss the challenges of co-teaching in an inclusive environment. Describe at least 2 critical components of effective co-teaching that can address some of the challenges.

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Question 3

Outline the major steps involved in a typical problem-solving process.

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Question 4

Paul, in your classroom, has a one-to-one aide, Diane. Paul is a child with autism. Diane has not worked with Paul before. When Paul is jostled he cries out as if in pain. He becomes very disruptive during times of transition in the classroom. List five concepts you would cover with Diane in your first meeting with her.

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Question 5

Name and describe the factors which support successful inclusion of young children with disabilities in community-based settings.

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Question 6

Compare and contrast the teacher as boss and the teacher as coach.

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Question 7

Discuss the goals related to inclusion that were identified 15 years ago. Describe the programs that has been made toward achieving these goals as well as the challenges that have interfered with full achievement of these goals.

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Question 8

How is the role of an itinerant consultant very different than the traditional role of a special education teacher in a special education classroom?

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Question 9

Describe two major support service delivery models for inclusion.

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Question 10

Write a job description for a paraprofessional who would assist you during circle and snack time. Be very specific about the duties.

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Question 11

List three duties that you would like a teacher's assistant to do in your classroom. Now tell how you would provide feedback to the aide for each of those duties, using both praise and constructive criticism.

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Question 12

What type of evaluation process would you use for your teaching assistant?

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Question 13

In the situation above, list at least five steps in helping Paul to become more independent of Diane's help. The terminal objective is to have Paul function in the classroom without Diane. Give reasons for each of the steps.

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Question 14

What is consultation?

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Question 15

Describe how you would determine a paraprofessional's skills and talents.

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Question 16

Explain why the use of increase, decrease, or continue technique is a good method for the evaluation of the paraprofessional by the teacher and the teacher by the paraprofessional.

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Question 17

Sue is the teacher assistant in your class. You have noticed that she does an excellent job of keeping the classroom neat and uncluttered. You wish, however, that she would relate better to the children-get on their level when she talks with them and give them more praise for what they do. Write a brief dialogue that illustrates constructive criticism to Sue during your evaluation session with her.

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Question 18

Write 5 short tips for a paraprofessional who goes into the inclusion classroom during learning center time to support peer interaction and social skills with a child who has a disability.

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Question 19

Why might there not be support for a child who has a disability who is placed in a community-based preschool?

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Quiz 10: Teaming: Collaboration, Problem Solving, and Inclusion Support