Improving Student Results: A
Focus on Highly Qualified Special
Education Personnel
LEHIGH CARBON COMMUNITY COLLEGE
FUNDED BY A GRANT FROM PENNSYLVANIA
DEPARTMENT OF EDUCATION
JOSEPH DAVIS, PROJECT DIRECTOR
Grant Objectives!
 Develop activities for SED courses that link with
CEC/PDE Para educator standards
 Develop on electronic portfolio for A.A.S., Special
Education Students
 Develop L.C.C.C. Teacher Education Special
Education, Assistive Technology Lab
 Disseminate information with other two year
programs in Pennsylvania
PDE/CEC Standards for Paraeducators in Special
Education
Classes Activities/Assignments
 EDU 105
 SED 110
 SED 115
 SED 200
 SED 205
 SED 210
 SED 220
EDU 105 Introduction to Special Education
 Standard #1: Foundations
 SEP1K2: Basic educational terminology regarding individuals
with exceptional learning needs, programs , roles and
instructional activities
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Assignment
 Students will develop a research paper on a specific category
under IDEA. The research paper will include: A history of the
exceptionality, characteristics that identify the exceptionality,
diagnostic criteria for the exceptionality, various educational
options and placements. In the content of the paper, they will
include historical terms used to identify the selected category
and the appropriate current terminology associate with the
exceptionality.
 Standard 1: Foundations
 SEP1k1: Purpose of programs for individuals with
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exceptional learning skills.
Class Activity: Video/Brainstorming
Divide class into “brainstorming groups” ( 3-5 students
in each group)
Prompting Question: Based upon the video you are about
to see, list the pros and cons of involving children with
autism in a musical production.
Have class view “ Autism : The Musical” available in
LCCC LRC
Have brainstorming groups chart pros and cons of
involving children with autism in a musical production.
SED 110 Accommodating Children with
Exceptionalities in the Classroom
 Standard 2: Developmental Characteristics of Learners
 SEP2K1: Effects an exceptionality have had on a persons
life
Assignment
 Students will research and do a biographical study of a
individual who has had their life effected by a disability (
such individuals as Stephen Hawking, Michael J. Fox,
Christi Brown, etc. ). Include in the report, onset of
disability, effects on social life, effects on professional life
and how the individual accommodated their disability.
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 Standard 4: Instructional Strategies
 SEP4S2: Assist in adapting instructional strategies and
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materials as directed
Class Activity
Adapting board games for exceptional individuals.
Divide class into work teams, each team will be given a
common children’s game (Candy Land, Shoots and
Ladders, etc.). The task is to adapt the game for a child
with a specific disability ( visually impaired, physically
disabled, etc.) Groups will share their findings with the
class.
Alternative assignment: Adapt a playground game ( four
square, kick ball, etc.)
SED115 Foundations of Special Education
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Standard 3: Individual Learning Differences
SEP3K1
SEP3S1
Assignment
Students will develop a research paper comparing and
contrasting IDEA to special education laws in other countries
(ie: Italy, Mexico, Russia, Cuba, Japan, Canada, etc.). Rate
how IDEA may or may not be stronger then other special
education laws. Students will include in the research paper
the adjustment a family must make when moving from one
culture/legal system to another and how it may impact the
family attitude towards schools. This assignment comes from
a real life situation , a friend of mine with a Down’s Syndrome
son was transferred to Japan, not an easy situation!
Standard 5: Learning Environments/Social Interaction
SEP5s2: The use of universal precautions and assist in maintaining a safe,
healthy learning environment
Activity
Universal Precaution Scavenger Hunt!
Divide class into teams of 3 to 5 students. Assign groups to research local
school district “Universal precaution policies” (give them a week to do so).
Report back to the class: Are they posted on the internet? Posted in the
schools? Where they aware when they were students of universal
precautions? Discuss: if you were opening a center/school, where would
you go for guidance in establishing a policy? How would you inform staff of
policy? Families? Students?
Do community groups have these policies ( little league? Church groups?.
LCCC?) Continue the group research for another week checking with
community organizations (again, who should know these policies? where
should they be posted? Training?)
SED 200 Instructional Strategies for Children
with Exceptionalities
 Standard 8:Assessment
 SEPSK1: Rational for Assessment
Activity
 Class activity: Power Point, Woodcock-Johnson
University Training Package, available in LCCC
Teacher Education, Special Education Technology
Lab.
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 Standard 4: Instructional Strategies
 SEP4S3: Use strategies as directed to facilitate
effective integration into various settings
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Assignment
 Given a lesson plan deigned by instructor , student
will interpret and present a mock lesson ( 15 minutes
), to the class. Lesson plan will be designed for a full
inclusion classroom, with student adapting lesson
plan for a student with a disability.
 Grading will be based upon peer review
SED 205 Assistive Technology for Children with
Exceptionalities
 Standard 4: Instructional Strategies
 SEP4K2: Basic technology appropriate to individuals with
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exceptional learning needs
Class Activity
Presentation on assistive devices by Corey Moyer, former
gymnast, who is now a quad.
Mr. Moyer will bring in four varieties of wheel chairs and a
host of devices that he has designed to aid him in his daily life.
Mr. Moyer’s wife will also discuss her role as a spouse. All
devices will be available to students for use.
Presentation by Robyn Achey, therapy dogs. Robyn will bring
in therapy dogs that she has trained. Training routine will be
discussed along with a demonstration of therapy dogs at work.
 Standard 5: Learning Environments /Social
Interactions
 SEP5K1: Demands of various learning environments
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Assignment
 Universal design audit: Give a specific building on
campus, students will conduct a universal design
audit. They will list items that are considered
universal design in nature.
SED 210 The Paraeducator Professional
 Standard 3: Individual Learning Differences
 SEP3S1: Demonstrate sensitivity to the diversity of
individuals and families .
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Class Activity
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“ Diversity Buffet”
 Have class do family trees, tracing ethnic roots back at
least three generations. Have students choose one
“branch” of their tree ( ie: pick one ethnic group from
their heritage). Schedule a day to have “Diversity Buffet”,
each student brings to class a food that represents their
ethnic heritage ( you can use the Culinary Cove and
actually prepare the foods during class time). If you wish,
class can do a collective cookbook of recipes.
 Standard 9: Professional and Ethical Practice
 SEP9K1: Ethical practice for confidential communication about
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individuals with exceptional learning needs
Standard 3: Individual Learning Differences
SEP3K2
Assignment
Students will develop a power point presentation to share with the
class: Theme “ Safe Guards and Confidentiality”
Students will contact a school district or center of their choice,
researching district/center policies on: Student confidentiality and
safe guards, IEP procedures and reporting procedures for suspected
child abuse. Also, students will research state regulations on student
confidentiality, right to know regulations and laws concerning age
of consent for medical and psychiatric treatment. Power point will
be share with the class.
SED 220 Internship
 Note: SED 220, Internship is the “capstone” course in the
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A.A.S., Special Education Paraprofessional degree program.
Standard 9: Professional and Ethical Practices
SEP9s6: Demonstrate the ability to separate personal issues
from one’s responsibilities as a paraeducator.
Assignment
Student will maintain a reflective journal during the course of
internship. Students will enter thoughts, feelings and
reactions on a weekly basis.
Upon the completion of internship, student will produce a
reflective self study, with emphasis placed upon how his/her
personal feelings towards exceptional individuals changed
over the course of internship. Student will reflect upon their
personal growth and understanding.
 Standard 10:Collaboration
 SEP10k2 Role of Stakeholders in planning
individualized programs.
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Activity
 Panel Discussion: Develop a panel of parents of
exceptional children and adults who have gone
through public schools under IDEA. Have
students/panel discuss both positive and negative
experiences.
E-Portfolio A.A.S., Special Education
 Storage Site: pdesas.org
 Credentials
 Work Samples
 Reflective Journals ( Using 10 standards, a brief
statement demonstrating an understanding of each
standard)
L.C.C.C. Special Education Assistive technology
Lab
 Existing Lab Materials:
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Boardmaker (2002)
Intelikeys Overlays Standard/Math (obsolete)
Alpha Smart 3000 (obsolete)
Pen Recorder (obsolete)
Dragon Naturally Speaking
Quick Link Pen
Talking Calculators (2)
Touch Windows
 Materials Purchased Under PaTTEN Grant