The Role and Training of Paraprofessionals who Work with Students who are Visually Impaired

McKenzie, Amy R.; Lewis, Sandra

doi:10.1177/0145482x0810200803

Cited by 25 publications

(14 citation statements)

References 13 publications

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“…A question that we did not ask that would have revealed additional information was whether these paraeducators were trained for physical education (Lieberman, 2007). McKenzie and Lewis (2008) found that physical education was not a training area for paraeducators who work with children with visual impairments. Although Russotti et al's (2004) book mentioned adapted physical education, it did not discuss training for paraeducators specifically in physical education.…”

Section: Discussionmentioning

confidence: 99%

Physical Education and Children with CHARGE Syndrome: Research to Practice

Lieberman

Haibach

Schedlin³

2012

Journal of Visual Impairment & Blindness

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Introduction Children with CHARGE syndrome often experience significantly delayed motor development, which affects their performance in many motor skills and physical activities. The purpose of this study was to determine the status of physical education provided to children with CHARGE syndrome. There were five main areas of focus: (1) physical education setting, (2) modes of communication, (3) modifications, (4) successful units, and (5) difficult units in physical education. Methods A validated questionnaire was completed by 26 parents of children aged 6–19 with CHARGE syndrome who were attending an international CHARGE conference for families. The questionnaire was used as the primary source to obtain parents’ perspectives on the physical education experiences of their children with CHARGE syndrome. The results of the feedback from parents were used to offer practical suggestions for physical education programming. Results The results revealed that the physical education placement affects children's success and parents’ satisfaction with regard to physical education. Also, children who had support staff, such as a teacher's aide, paraeducator, or intervenor in physical education had a more successful experience. A variety of communication methods were used with children with CHARGE syndrome. The physical education units that the parents documented as being successful were swimming, scooters, bowling, fencing, T-ball, dancing, rock climbing, floor hockey, field hockey, and gymnastics. The units that the children struggled with the most were fundamental motor skills, such as skipping, running, hopping, and any sports unit with a fast-moving ball. Discussion Physical education placements, communication, and modifications must be individualized for each child with CHARGE syndrome. In addition, support staff must be trained specifically for the unique needs of a child and the core curricular area of physical education. Implications for Practitioners Suggestions for improving the physical education program are included to increase children's involvement in class and success in the specific units that are offered.

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Section: Discussionmentioning

confidence: 99%

Physical Education and Children with CHARGE Syndrome: Research to Practice

Lieberman

Haibach

Schedlin³

2012

Journal of Visual Impairment & Blindness

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“…The authors recommended further surveys of teachers of students with visual impairments and classroom teachers to clarify paraeducators' roles and responsibilities when working with students with visual impairments. This recommendation was echoed by Mc-Kenzie and Lewis (2008), who, in their replication of Griffin-Shirley and Matlock's work, found that nearly 40% of the teachers of students with visual impairments who responded to their survey reported that the paraeducators who were assigned to them provided direct instruction in the Expanded Core Curriculum.…”

Section: Students With Visual Impairmentsmentioning

confidence: 98%

Knowledge and Skills for Teachers of Students with Visual Impairments Supervising the Work of Paraeducators

Lewis

McKenzie

2009

Journal of Visual Impairment & Blindness

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Teachers of students with visual impairments and paraeducators who work with students with visual impairments were surveyed to determine if previous research related to the competencies needed by teachers who supervise paraeducators applied to this subset of special educators. Both groups confirmed the importance of the competencies, but identified differences in their demonstration by teachers of students with visual impairments.

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“…explaining class assignments, scanning materials). These services are typical of specialized services often made available to those with visual impairments (McKenzie and Lewis, 2008; Williamson et al, 2000). Additionally, the Graduate School had the beginnings of an Inclusive Education program, which meant that there were faculty with the knowledge of the principles of inclusive education and the possible accommodations a student might need.…”

Section: The Beginning: Evaluating the Resources Availablementioning

confidence: 99%

Accessibility in Central Asia

Spires

CohenMiller

2018

IFLA Journal

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Having recently adopted the United Nations Convention of Rights of Persons with Disabilities, Kazakhstan, a former Soviet Republic located in Central Asia, is currently in a position to find ways to increase accessibility and encourage inclusiveness in education. This paper describes the combined efforts of Nazarbayev University’s Library and Graduate School (located in Astana, Kazakhstan) to ensure accessibility for the university’s first ever student with a documented disability. Using co-generative qualitative data and analysis, faculty and staff worked together with the student to determine the best way to help him. As a project based in more experiential research, the authors’ focus is to document the experience and provide recommendations to others who are beginning accessibility/inclusivity efforts as well. Chief among these recommendations is close collaboration with communities to ensure what is needed and provide education regarding accessibility, as well as setting up a reasonable timeframe for adaptations needed.

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The Role and Training of Paraprofessionals who Work with Students who are Visually Impaired

Cited by 25 publications

References 13 publications

Physical Education and Children with CHARGE Syndrome: Research to Practice

Physical Education and Children with CHARGE Syndrome: Research to Practice

Knowledge and Skills for Teachers of Students with Visual Impairments Supervising the Work of Paraeducators

Accessibility in Central Asia

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