Tbi Facts and Worksheet - DOC

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Tbi Facts and Worksheet - DOC Powered By Docstoc
					                           Roseville Area School Special Education
                                 Teacher Assistant Training

The Roseville Area Schools seeks highly qualified staff to assist in delivering special
education services to our students with disabilities. In an effort to compensate our staff
for the demands the special education teacher assist position, there is a premium pay for
special education teacher assistants. To qualify for this premium pay, a staff member
must complete this training module.

Process of the Training Module
The staff member must access and read the linked articles. After reading the articles a
staff member must answer the prompts in this document. This document is the product of
the training module. In this manner, it should be completed, printed, and turned into
Brian Koland at the District Center. After approval of the training module, a staff
member will be eligible for the premium pay. You will receive a dated copy of the
approval or denial of the training module.

Reading #1
Special Education Teacher Assistant Roles and Responsibilities
Which laws describe the purpose and use of paraprofessionals with special education
students? Define the acronyms.
______________________________________________________
______________________________________________________
______________________________________________________
What is the concern of assigning a paraprofessional to a particular student?
______________________________________________________
______________________________________________________
______________________________________________________
What factors determine the level of paraprofessional support in any particular school?
______________________________________________________
______________________________________________________
______________________________________________________
What are some of the common tasks assigned to a paraprofessional?
______________________________________________________
______________________________________________________
______________________________________________________


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What is the role of the special education teacher in regards to the paraprofessional?
______________________________________________________
______________________________________________________
______________________________________________________

Briefly comment on what supports you will need to be a successful
paraprofessional in the Roseville Area Schools.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________




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Reading #2 – Confidentiality

What is FERPA?
______________________________________________________
______________________________________________________
______________________________________________________

What two primary rights does FERPA provide to parents?
______________________________________________________
______________________________________________________
______________________________________________________

What is directory information?
______________________________________________________
______________________________________________________
______________________________________________________

NOTE: You are bound under the provisions on FERPA in regards
to educational data for a student. In this manner you may not
release any educational data about a student to non-school staff.

INITIAL THAT YOU HAVE READ THIS NOTE:_______




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                           Areas of Exceptionality

Complete the review for each of the federally defined disabilities:

Acronym: EBD (in Minnesota)
Disability:________________________________________
Definition:
______________________________________________________
______________________________________________________
______________________________________________________

Characteristics:
  
  
  
  
  

General Instructional Strategies
  
  
  
  
  




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Acronym: LD
Disability:________________________________________
Definition:
______________________________________________________
______________________________________________________
______________________________________________________

Characteristics:
  
  
  
  
  

General Instructional Strategies
  
  
  
  
  




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Acronym: SLI (S/L)
Disability:________________________________________
Definition:
______________________________________________________
______________________________________________________
______________________________________________________

Characteristics:
  
  
  
  
  

General Instructional Strategies
  
  
  
  
  




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Acronym: DCD (Developmental Cognitive Delay)
Disability: Mental Impariment
Definition:
______________________________________________________
______________________________________________________
______________________________________________________

Characteristics:
  
  
  
  
  

General Instructional Strategies
  
  
  
  
  




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Acronym: POHI and OHI
Disability: Physical or Health Impairment / Other Health Impairment
Definition:
______________________________________________________
______________________________________________________
______________________________________________________

Characteristics:
  
  
  
  
  

General Instructional Strategies
  
  
  
  
  

What actions steps should be taken in case of a petite seizure?
       1.
       2.
       3.
       4.

What action steps should be taken in case of a grand mal seizure?
       1.
       2.
       3.
       4.
       5.

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Acronym: DHH (Deaf Hard of Hearing in MN)
Disability:________________________________________
Definition:
______________________________________________________
______________________________________________________
______________________________________________________

Characteristics:
  
  
  
  
  

General Instructional Strategies
  
  
  
  
  




Modified August 15, 2005
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Acronym: VI
Disability:________________________________________
Definition:
______________________________________________________
______________________________________________________
______________________________________________________

Characteristics:
  
  
  
  
  

General Instructional Strategies
  
  
  
  
  




Modified August 15, 2005
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Acronym: TBI
Disability:________________________________________
Definition:
______________________________________________________
______________________________________________________
______________________________________________________

Characteristics:
  
  
  
  
  

General Instructional Strategies
  
  
  
  
  




Modified August 15, 2005
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Acronym: ASD(Autism Spectrum Disorder)
Disability:________________________________________
Definition:
______________________________________________________
______________________________________________________
______________________________________________________

Characteristics:
  
  
  
  
  

General Instructional Strategies
  
  
  
  
  




Modified August 15, 2005
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Acronym: ADHD
Disability: ADHD is not a disability category – but a common
mental health condition that is served under OHI.
Definition:
______________________________________________________
______________________________________________________
______________________________________________________

Characteristics:
  
  
  
  
  

General Instructional Strategies
  
  
  
  
  




Modified August 15, 2005
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                           Special Education Law

What is PL 94-142 and what impact did it have?
______________________________________________________
______________________________________________________
______________________________________________________

What is IDEA?
______________________________________________________
______________________________________________________
______________________________________________________


Describe the condition of education for children with disabilities
before PL 94-142.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

What are the 4 purposes of PL 94-142?
 1.
 2.
 3.
 4.

Describe how IDEA has improved upon PL 94-142 (five
improvements)
______________________________________________________
______________________________________________________
______________________________________________________



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______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________




Modified August 15, 2005
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                           Acronyms of Special Education

Define the following Acronyms:

ADHD
ADD
ASD
AT
BIP
COTA
CP
CSPD
D/APE
DD
DHH
DCD - DEVELOPMENTAL COGNITIVE DELAY
E/BD
ECFE
ECSE – EARLY CHILDHOOD SPECIAL EDUCATION
ESY
FAB
FAPE
FERPA
HI
IEP
LD
LEP
LRE
OHI
OT
PACER
POHI
TBI
WEH


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                           Special Education Evaluation

Describe the purpose for evaluations in special education.
______________________________________________________
______________________________________________________
______________________________________________________

Why are the evaluations important?
______________________________________________________
______________________________________________________
______________________________________________________

What are the steps of an evaluation (expand upon gather data)
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

Describe the rights parents (students) have in the evaluation
process.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________




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                           Special Education Forms

Initial:___________
I have reviewed the linked pages which contain example special
education documents.




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Page 18 of 23
              Functional Behavioral Assessment
What is an FBA?
______________________________________________________
______________________________________________________
______________________________________________________

What are the six steps in the FBA process?
 1.
 2.
 3.
 4.
 5.
 6.




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                              Lifting
Initial :______

I have read and understand the exercises and process for healthy
lifting.




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                           Challenging Behavior

What are the five facts that should be known about behavior?
 1.
 2.
 3.
 4.
 5.

List some factors that can contribute to challenging behavior:
        
        
        
        
        
        
        

List 8 ways to reduce challenging behavior:
   1.
   2.
   3.
   4.
   5.
   6.
   7.
   8.




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                              Autism
Describe the three types of behavior that are typically observed in
students with autism.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

How might the routine and pattern of the school day impact a
student with autism?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________




Modified August 15, 2005
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                            Roseville Area Schools
                      Special Education Teacher Assistant
                             Completion Checklist


Please initial each area indicating that you have read the associated
resources.

                                               Initial
                       Special Education
                       Teacher Assistant
                           Roles and
                        Responsibilities
                         Confidentiality
                           Areas of
                         Exceptionality
                       Special Education
                              Law
                       Special Education
                            Terms –
                       Special Education
                          Evaluation
                        IEP Process and
                             forms
                              FBA
                            Lifting
                           Behavior
                            Autism


Signature of Completion ____________________________
Print Signature ____________________________________
Date______________        Building___________________

-------------------------------------------------------------------------
Signature of Approval ______________________________
Date_______________

Please turn in all pages at one time to Pat Rusinko at the District
Center. Questions: call 651-635-1645.

Modified August 15, 2005
Page 23 of 23

				
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