The ECC provides an instructional framework for students with visual impairments to be successful in school, the community, and the workplace (Sapp & Hatlen, 2010). The components of the ECC are typically learned incidentally by sighted children through observing role models visually (Lohmeier, Blankenship, & Hatlen, 2009). Students who have significant visual impairments must be taught these components with direct instruction. These components are: (1) compensatory or access skills, (2) O&M skills, (3) social interaction skills, (4) independent living skills, (5)
The changes in demographics in the United States are creating challenges in today's schools as more children from culturally and linguistically diverse (CLD) backgrounds are identified with disabilities and live in rural areas. Collaboration with families is a foundation for the success of all CLD students with disabilities (Harry, 2008). This collaboration, however, can be difficult in rural schools due to historical challenges (e.g., distrust of school personnel and the special education process) and practical challenges (e.g., language differences, geographic isolation and lack of transportation). Understanding cultural issues, providing frequent informal encounters and formal meetings, and maintaining open communication can help teachers build trusting relationships with families. The development of family support systems, including cultural liaisons and parent-to-parent partnerships, can empower CLD families in rural areas and help them become comfortable with the special education process. When teachers focus on building relationships and empowering families in the school process, CLD families will have the opportunity to play a meaningful role in the appropriate education of their children.
Introduction Children with visual impairments are often behind their peers in physical and motor skills. It is often necessary for these children to work one to one with a paraeducator to gain the benefits of physical education, improve physical activity and motor skills, and attain the basic standards of the Expanded Core Curriculum (ECC). Paraeducators are trained to work in classrooms, yet are rarely, if ever, trained in the subject of physical education. The purpose of the study presented here was to determine current training practices for paraeducators in the classroom and what is needed to ensure proper training for physical education for paraeducators who work with children with visual impairments. Methods In the study, 143 professionals and parents were given a validated questionnaire related to the training needs of paraeducators for physical education. Results The results indicated that although the majority of children with visual impairments attended physical education classes with their paraeducators, only 11% of the paraeducators were trained in physical education. The participants thought that the training should consist of safety practices, guiding techniques, teaching strategies, information on visual impairments, and most areas of the ECC. They thought that this information should be delivered in the form of a video or guest speakers and that the children with visual impairments should be included when possible. Discussion Because of the large and varied sample in the study, the information gained could be used to create a training video for paraeducators who work with children with visual impairments in physical education. Implications for practitioners The results of the study highlight areas that should be included as the foundation of training paraeducators for physical education.
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