How to Deal with a Mentally Ill Parent | Kati Morton


hey everybody happy Thursday are you new to my channel make sure you’re subscribed and have those notifications turn on because I put out videos on Mondays and on Thursdays and I don’t want you to miss out but let’s jump into this question and the question is hey Kati how can we better deal with a parent who has a mental illness but this is a great question and growing up with a parent who has a mental illness can be really hard it can be common for our needs to be completely neglected and we may even feel that we have to compete with their symptoms in order to receive the care that we so desperately need although this is often portrayed in movies and TV shows as these huge traumatic events it’s really much more common than ill parent will do small things each and every day that can cause us pain and leave us feeling completely unloved the most common issue having a mentally ill parent causes is fear and shame many reporting that they never knew when their parent would be having a good day or a bad day also not wanting others in their life to know that their parent is ill or even if they’re receiving help they can be kind of embarrassed about that stuff and it can also cause us to fear starting our own family in case we pass on the genes of the mental illness to our own children another issue that this can cause is that we may end up having to raise ourselves many parents who are depressed or even those with bipolar disorder may not be well enough to care for us when we’re little therefore if we are the oldest child then we may become parental ID meaning we take care of our younger siblings and we become their parent and so we miss out on having a childhood of our own altogether and if we are an only child we could have had to take care of our needs earlier than we were actually ready to some people even report that they felt that they needed to be the parent for their old parent so they would get up early make breakfast for their mother or father do the laundry all that stuff as a side note though there are some positive components to having a mentally ill parent a research study out of the University of Newcastle found that those who grew up in these type families were more empathic compassionate and resilient so in a way even though we didn’t get all the love and support we needed when we were young we understood why potentially and we’re able to grow from it emotional incest is also very common because if our parents stayed together the healthy parent could count on us for love and support now just to make sure that we all understand what emotional incest means otherwise known as covert incest is it’s not an actual sexual thing however it is a type of abuse in which a parent looks to their child for the emotional support that would be normally provided by another parent or another adult as I’m sure you can see having a parent with a mental illness can lead to repeated trauma many of my patients who lived in this type of home never knew when they’d be yelled at beaten or simply frightened by the actions of their parent and this can lead us to getting a diagnosis of C PTSD or complex post-traumatic stress disorder even struggling with insomnia having hyper vigilance or anxiety since everywhere we turned we felt in danger having a mentally ill parent can lead us to trying our best to be unseen or unheard and this can mean that we will isolate as a way to ensure that we’re safe and okay there are even being a great chameleon with others so that we don’t stand out because we don’t want too much attention and while I can go on and on about all the way is having a mentally ill parent can affect us let’s get into the better news that it can get better and the first thing that I recommend get out save up money call that ant that friend that grandparent or whomever you can to get out of the house ASAP I know because of the nature of the issue we can feel responsible for them but just remember they’re supposed to take care of you that’s their role not the other way around also by moving out you’re taking away the potential stress that they may feel of having to care for you even if they aren’t able to they may feel the pressure to just try so save up the money ask another family member or friend or someone and do whatever you can to get out as soon as possible and number two get professional support there are school counselors EAP which stand for employee assistance programs were therapies completely free there’s also free clinics there are so many options so please speak up and reach out for some support since trauma is so common among those who grew up with mentally ill parents the sooner we start unpacking all that we’ve been through the sooner we will start feeling better and also just consider seeing a psychiatrist if medication is something that you feel could be beneficial for you number three support groups al-anon is a great resource if you have a parent who’s an addict whether they’re addicted to alcohol or drugs it can be really beneficial to hear from other people and to tell your story or even just join in some family groups at local hospitals ones who have mental health words usually have these types of groups sometimes you just have to ask for it or even caretaker groups can help sometimes because the more we talk about what we went through share our story and receive help the sooner we will start feeling better it shoes like these only thrive when they’re kept in the secret kept in the dark so make sure you speak up share your story and find out just how many others out there have had situations like yours trust me you’re never alone and for if it’s safe know that you can re-engage with your parent but first work with your therapist to figure out what you’re expecting of them and then also what you believe they’re able to give because setting our expectations low and making them achievable for our parent only makes things easier and prevents any further upset or trauma this is also a great time to set up some healthy boundaries for yourself and your own recovery and last just know that this video isn’t meant to demonize anybody or any parents with mental illnesses but when we don’t get the treatment that we need we know it can harm those around us especially those who depend on us for care and support moving out and moving on does not make you a bad child it makes you resilient remember they’re the one that’s supposed to be caring for you not the other way around don’t let their illness get in the way of you being able to live the life you deserve this video has been brought to you by the Kenyans on patreon if you would like to support the creation of these mental health videos click the link in the description and check it out and always leave in the comments anything that you feel I’m missed are there other issues that you struggle with as a result of having a parent with a mental illness are there other ways that you overcame it let us know and we will keep working together towards a healthy mind and a healthy body and I will see you next time bye

How To Employ Your Own Personal Assistant – Disability Charity Scope


Hello. I’m Nadia and this year I won “Best
Individual Employer Who Employs Their Own Care and Support Staff” at the Skills for
Care Awards. When it was announced that I had won, I was surprised, happy and proud.
Here are a few of my tips on employing your own personal assistant.
First of all, decide what support you need to live the life you want.
Make sure you have a think about the number of hours of support that you need. You also
need to decide whether you need to recruit more than one PA to support you. It is a good
idea to have more than one person, in case one PA is off sick or on holiday.
Think about how you will find the right person. You can advertise in loads of different ways.
You could try the internet and Facebook groups. Do remember to keep yourself safe and carry
out any interviews in a public place. Some support organisations may be able to help
you with this. Just remember, it might take some time to find the right person for you.
Remember that it needs to be a business relationship. It might seem like a great idea to hire your
friend but remember that they will be your employee. You need to make sure they have
the skills and qualifications necessary to do what you need them to. Remember, it’s
really important to ask for references and to do DBS checks for your PA.
Always think about your responsibilities that come with hiring and managing a personal assistant.
This can include managing direct payments and lots of other administration. My dad helps
me with my taxes and direct payments. My PA does not help with that. I organise rotas
and shifts with the help of my Communication Support Worker.
Finally, remember you might be able to get help to become an employer.
In some areas, it is possible to outsource things like payroll and get extra help to
become an employer. Your local authority should be able to advise you on what local support
and information is available. If you’re considering employing your own
personal assistant, visit Scope’s website today for more help and information.

How to deal with difficult or toxic family members ft. Sadhguru Jaggi Vasudev


Don’t attach particular importance to those
people who are genetically connected. You have no choice about who you are genetically
connected with. It’s happened. It’s an event that has happened. You cannot fix it now.
What kind of relationships you can maintain, maybe you have some choice, but not always.
That’s why you choose friends, that’s why you get married, that’s why we told you, you
should never marry within your blood relationship. That’s called incest, so that you have choice.
So that you can marry someone who is a little different from you, who feels a little different
from you. It is not because of blood relations that you feel different. It is because your
identification with the body is so strong. You make blood more important than your intelligence.
No, your intelligence should be your number one thing. When I say intelligence, don’t
think of intelligence as just the logical process of the mind. Right now what’s happening
in every cell in your body, what’s happening in a single molecule of DNA cannot be understood
by any intellect. That’s how complex it is. Tremendous things are happening. So there
is an intelligence right across which is functioning every moment of your life, otherwise you would
not be alive. Whatever you decide to think, this inner intelligence is still carrying
you on. Today, something happened, your love life fell apart or the stock market crashed
your mind will say “I want to die”, but the intelligence within you keeps you going. Tomorrow,
you might say “oh the life is great”, the intelligence within you keeps you going. If
the intelligence took instructions from your intellect, by now you would have been dead
1000 times. So do not understand intelligence as just intellect, there is a deeper intelligence
constantly functioning. To access that you will see that blood is just a superficial
thing. So one of the first things, if you distance yourself from the body, I want you
to understand only because you are stuck with this body some body also has become important.
If you are wearing your body too tight, then you do not know which is you and which is
your body. Even if you wear it even a little bit loose, suddenly you know this is my body,
this is not me. Don’t have to create too much distance, too much distance is called death.
Don’t do that. Please don’t do that. If you are free from this body, you will clearly
know what is important to you now, the whole existence is just one energy. Religions of
the world have been screaming for a long time, “God is everywhere”. Whether you say “God
is everywhere” or “everything is one energy” are you talking about the same reality or
different reality? Same reality. Everything is same energy. This is science. God is everywhere.
Same structure, expressed in a different way. Only problem is, science did not experience
it, he only mathematically deduced it. A religious person did not experience it, he just believes
it. But if you know it by experience, everything will fall into its right place, otherwise
you will distort reality. Just because you’re born in the same family, just because you
are born in the same house or home, you think something is happening…nothing. Two children
can grow up in the same family and grow diversely different. It is happening everyday. It is
just that we are trying to hold by blood simply because our own attachment to our own body
is too deep. If you understand the nature of what’s happening to this, very easily human
beings can raise beyond genetics and operate in a different way. The whole living system
is just about this. He had no parents, because he’s gone beyond his genetic process. Jesus
said “leave the dead to the dead”. What he is saying is, your father is dead. He’s saying
don’t allow your father to live through you. Dead should die. But right now your great-grandfather
and your ancestors also is living through you, whether you are aware of it or not. You’re
behaving like your great-great-grandfather, do you know this. You’re having the same genetics.
If you don’t go beyond this, your life becomes cyclical, it does not progress. If you want
your life to progress, the first thing that you need to do is you have to go beyond your
genetics. Otherwise, genetics will keep you in a cycle, in a loop, you will become an
endless cycle. Becoming cyclical is a helpless process, it’s a trap. Genetics gave you a
body, a certain quality. That’s fine. Beyond that genetics should not influence you, you
should go beyond that. Otherwise your life will become cyclical. So the first step in
the spiritual process is simple methods to transcend the limitations of genetics. If
you hold this body a little away from you, would your father influence you? No. You have
made the body too important. So your forefathers have become too important. If you hold your
own body aside, then all can go with it, you must leave the dead to the dead. Do not let
them live through you. This is your life. This is for you to live, not for your grandfather
to live through you.

Working with children to understand how brains develop


>>JEFFREY LOCKMAN: My name is Dr. Jeff Lockman
and I’m a developmental psychologist. When I went to college, I took a psychology course,
and I fell in love with the idea of applying scientific methods to the study of behavior.
I study infants and young children. What I do is use nonverbal methods in order to, in
a way, enter their minds. One of the joys of being a psychologist and
having a research lab, is that I get to work with great students. Together, we formulate
what the questions are, how we’re going to conduct the study, how we’re going to
analyze it, and then write it up. We want to unpack the mystery of how this developmental
process unfolds. We have a number of research projects that
are ongoing in our lab. We’re looking at how the early banging behaviors of babies
sets the stage for tool use behaviors, such as hammering, pounding, and so forth. We are looking at how young children fit objects
into other objects. That’s very important for problem solving. We’re looking at the beginning of writing
skills. We’re looking at the eye-hand coordination component of that. When we do these studies, we’re very careful
to use a scientific approach. We use a set of procedures known as motion
tracking or motion capture technology. This is very similar to what is used in movies.
We can uncover the organization of their motor skills and what’s changing with development. What I love the most about my job is constantly
discovering new things. It’s a little strange to think about babies teaching you something,
but they’re teaching us something all the time. From our research, we’ve learned that some
of the building blocks for both the preschool period and later adulthood are really present
in the infancy period. It helps us understand: what are the milestones in development? When
is a child supposed to do this, at what age? And that’s very important for people in
professions like physical therapists, occupational therapists, where you need to be able to diagnose
whether a child is on track in development. Our research benefits teachers in schools.
Our research helps parents to understand their babies better. So a baby banging an object
at a restaurant may be very annoying, but if you look at it in a way that, “well,
this baby’s really trying to explore something,” it makes parents interact with their babies
in a more positive way and that’s science in action.

Paraeducators at Work (Video #168)


>>>WELCOME TO APPLES MAGAZINE.
THIS SHOW, ENTITLED “PARAEDUCATORS AT WORK,” IS ABOUT RECOGNIZING THE VALUE OF THE ROLE
OF PARAEDUCATORS IN CLASSROOMS. THE SUCCESS OF THE CHILDREN IS DEPENDENT UPON
THE AMOUNT OF SUPPORT WE OFFER. A PARAEDUCATOR IS A VALUABLE RESOURCE, NOT
ONLY FOR THE TEACHER, BUT FOR CHILDREN WE SERVE.
THE RELATIONSHIP OF THE TEACHER AND PARAEDUCATOR IS ESSENTIAL TO THE SUCCESS OF EVERYONE IN
THE CLASSROOM. TRADITIONALLY REFERRED TO AS “AIDE, TEACHERS
AIDE, TEACHER’S ASSISTANT, CLASSROOM HELPER, PARAPROFESSIONAL, PARAPRO, OR EVEN PARA.”
IDEA, INDIVIDUALS WITH DISABILITIES EDUCATION ACT, GIVES US THE TERM “PARAEDUCATOR.”
>>>ROLES AND RESPONSIBILITIES.>>>I THINK THE ROLE AS A PARAPROFESSIONAL
WE ARE VITAL TO THE TEAM, AND WE ARE THE FIRST LINE OF SUPPORT FOR OUR STUDENTS.
AND SO IT IS IMPORTANT FOR US TO HAVE OPEN COMMUNICATION WITH ALL TEAM MEMBERS, NOT JUST
OUR TEACHER BUT THE CASE MANAGER, THE OT, THE PT, SPEECH BECAUSE WE GENERALLY SPEND
THE MOST TIME WITH OUR STUDENTS. SO I THINK WE NEED TO BE INCLUDED IN THE PROCESS
IF AT ALL POSSIBLE. AND AS A PARAPROFESSIONAL, I DO THIS BECAUSE
I LOVE TO SEE THE CHANGE IN THE KIDS, AND I THINK IT IS A WONDERFUL OPPORTUNITY FOR
US TO HELP KIDS ON THEIR WAY, AND, AGAIN, TO GET THEM TO THE POINT WHERE THEY DON’T
NEED US. THEY CAN DO IT ON THEIR OWN AND THEY MELD
IN WITH THE CROWD. YOU WOULDN’T BE ABLE TO PICK THEM OUT.
THAT’S MY GOAL.>>MAKING SURE THEY UNDERSTAND THEIR ROLES
AND RESPONSIBILITIES, AND THAT MAY LOOK DIFFERENTLY IN EVERY SCHOOL.
BUT, FOR ME, IT ENCOMPASSES HAVING AN UNDERSTANDING FROM THE PRINCIPAL, THE ASSISTANT PRINCIPAL,
FROM THE CASE MANAGER, FROM THE GEN ED TEACHER, SPECIAL ED TEACHERS, RESOURCE PROVIDERS, AS
WHAT ARE MY ROLES AND RESPONSIBILITIES WHEN I COME INTO THIS JOB, WHAT ARE MY EXPECTATIONS,
WHAT SHOULD MY JOB LOOK LIKE, WHERE DOES MY JOB BEGIN, WHERE DOES MY JOB STOP,
WHAT SHOULD IT LOOK LIKE, WHAT SHOULD IT SOUND LIKE.
SO HAVING THAT TIME TO TALK TO THEM, BEING PROACTIVE VERSUS REACTIVE IS IMPORTANT SO
THAT I UNDERSTAND AM I DOING THE JOB, AND AM I DOING IT CORRECTLY.
>>AT THE BEGINNING OF A SCHOOL YEAR, I WILL PROVIDE THEM WITH INFORMATION AND A PLAN WE
WANT TO START OFF WITH, AND WE DEVELOP ROLES AND WHAT I EXPECT FROM THEM, THE KIND OF CUEING
THEY SHOULD BE PROVIDING, THE KIND OF SUPPORTS THEY WILL BE EXPECTED TO HAVE FOR MYSELF AND
OTHER THERAPISTS WORKING WITH THE CHILD, AND THEN REGULARLY UPDATE THEM SO THEY KNOW HOW
I WANT THAT CHILD SUPPORTED AS THEY PROGRESS, AND THEN WE CAN MODIFY THEIR EXISTING ROLE
WITH THE STUDENT. SO IT IS AN EVER-CHANGING ROLE, BUT THEY ALWAYS KNOW WHAT IT IS, AND
WE UPDATE IT VERY REGULARLY.>>IN COMMUNICATING WITH PARENTS, SOME OF
MY PARAPROS TAKE INDIVIDUAL DATA FOR THEIR STUDENTS SO THEY WILL DO TALLY MARKS, MAKE
NOTES, COMMENTS ON SPECIFIC BEHAVIORS, THINGS IN THE CLASSROOM, THINGS RELATED TO THEIR
STUDENT’S IEP GOALS OR OBJECTIVES. SO THEY WILL MAKE COMMENTS AND NOTES ON THAT.
I DO REVIEW THEM AND SIGN THEM SO MAKE SURE ANYTHING THEY ARE SENDING HOME IS SOMETHING
I WOULD SEND HOME AS WELL. SO I DO TRUST THEM TO MAKE THOSE NOTES, AND
THEN I DO SIGN OFF ON THEM SO I AM AWARE. THEY ALSO ARE WELCOME TO ANSWER PHONE CALLS
AND ANSWER ANY QUESTIONS THAT WOULD NOT REQUIRE ME TO BE ANSWERING THEM.
IF THERE IS A SPECIFIC COMMENT ABOUT A STUDENT IF THEY HAD AN ISSUE OF THE DAY, I DO GO AHEAD
AND LET THEM HAVE THE COMMUNICATION WITH PARENTS. THEY DON’T GIVE OUT ANY CONFIDENTIAL INFORMATION
OR ANYTHING LIKE THAT. BUT THEY DO DO BOTH WRITTEN AND VERBAL COMMUNICATION
WITH PARENTS, EVEN IN PICK UP AND DROP OFF TIMES, AND THEY HAVE IF THE PARENTS HAVE A
QUICK QUESTION. THEY KNOW EVERYTHING THAT I KNOW.
SO THEY ARE WELCOME TO KIND OF ANSWER AS MUCH AS THEY CAN.
THEY KNOW THE LIMITS OF WHAT IS MORE CONFIDENTIAL, WHAT IS TEACHER BASED, AND THEY WILL LET A
PARENT KNOW IF THEY NEED TO CONTACT ME FOR AN ANSWER.
>>MY PARAPROS DO PARTICIPATE IN IEP A MEETINGS IF IT WORKS WITH THEIR SCHEDULE AND THEY ARE
AVAILABLE TO. I HAVE HAD THEM COME IN FOR MY STUDENTS WHO
ARE MORE — WHO HAVE MORE NEEDS AND WHO IT IS REALLY BENEFICIAL FOR THE PARAPRO TO PARTICIPATE
BECAUSE THEY HAVE JUST AS MUCH INFORMATION IF NOT MORE THAN I HAVE BECAUSE THEY WORK
WITH THE STUDENT SO CLOSELY EVERY DAY. SO THEY DO COME.
THEY DO OFFER INFORMATION, AND THEY ARE ABLE TO KIND OF DESCRIBE FROM THE OUTSIDE WHAT
IT IS LOOKING LIKE FOR THAT STUDENT. SO I HAVE HAD THEM PARTICIPATE IN THE PAST.
>>I THINK THERE SHOULD BE A CONVERSATION WITH THE TEAM AROUND HOW DO I COMMUNICATE
WITH THIS FAMILY THAT I AM GOING TO GET TO KNOW SO WELL.
THEY HAVE GIVEN ME THEIR CHILD FOR 200 DAYS OUT OF THE YEAR. SO THERE MIGHT BE A NICE
OPPORTUNITY DURING YOUR INTERVIEW OR AS YOU BECOME A NEW EMPLOYEE TO TALK ABOUT HOW DO
I COMMUNICATE WITH THEM EFFECTIVELY, HOW DO YOU THINK NOT VIOLATE CONFIDENTIALITY, AND
ALL THIS INFORMATION THAT I AM GETTING TO KNOW ABOUT THIS STUDENT, HOW CAN I SHARE IT?
WILL I MAYBE BE AT A PARENT TEACHER CONFERENCE AS A MEMBER OF THE TEAM?
WILL I BE WITH MY TEACHER AND MAYBE WRITE PART OF THE RECOMMENDATIONS?
WILL I BE ABLE TO GIVE INPUT ON SOME OF THE OBSERVATIONS THAT I HAVE SEEN?
CAN I SHARE THAT OR IS THAT NOT WHAT YOU WANT ME TO DO?
STUDENTS HAVE IEP MEETINGS WHICH ARE INDIVIDUALIZED EDUCATION PROGRAM MEETINGS EVERY YEAR, AND
THE QUESTION MIGHT BE DO YOU SEE ME AS BEING A MEMBER OF THAT TEAM AT THAT MEETING AND
WHAT WOULD BE APPROPRIATE FOR ME TO REPORT UPON?
I THINK THAT THEY ARE THERE WITH OUR CHILDREN. THEY SPEND A LOT OF TIME WITH OUR KIDS.
THEY KNOW OUR CHILDREN. SO THOSE ARE GOOD QUESTIONS TO ASK SO THAT
YOU KNOW WHAT THE FUTURE LOOKS LIKE.>>MY EXPECTATIONS OF THE TEACHER IN THE CLASSROOM
ARE THAT SHE HAS A SCHEDULE FOR US TO FOLLOW THROUGH THE DAY SO THAT WE THOUGH WHAT IS
COMING NEXT. ALSO THAT SHE GIVES US FEEDBACK AND LETS US
KNOW WHAT SHE THINKS IS WORKING AND WHAT IS NOT SO I CAN FIX WHAT IS WRONG OR LET ME KNOW
WHEN I AM DOING SOMETHING REALLY WELL SO I CAN KEEP ON DOING IT.
>>EXPERIENCING CONFLICT WITH PARAPROS HAS BEEN SOMETHING THAT HAS HAPPENED IN MY CLASSROOM
BEFORE. AND WHAT WE ALL JUST TRY TO DO IS STEP BACK
AND FIGURE OUT FIRST WHAT IS THE PROBLEM, WHY ARE WE HAVING THE PROBLEM AND HOW DO WE
FIX IT. DOES THAT PERSON NEED SPECIFIC SUPPORT?
ARE WE MISSING SOMETHING? DID WE NOT TRAIN THEM ENOUGH IN THIS AREA?
AND WE WILL STEP ALL THE WAY BACK AND GO THROUGH EVERYTHING ALL OVER AGAIN. SO HOWEVER IT IS
NECESSARY, WE DO IT. AND THERE ARE LITTLE TIMES WHERE SOMEONE WILL DROP BALL, AND WE
WILL HAVE TO GO BACK AND SAY, REMEMBER WE WERE DOING THIS, AND LET’S MACH SURE WE GET
BACK ON TRACK WITH THIS. DID YOU REMEMBER TO DO THIS?
BUT IT’S NOT–WE DON’T HAVE A LOT OF INTERNAL CONFLICT BECAUSE EVERYONE KNOWS THAT THEY
NEED TO BE OPEN TO LEARNING FROM EACH OTHER. SO IT DOES HAPPEN AT TIMES, BUT IT IS NOT
ANYTHING THAT WE DON’T CONTROL AND WE CONFRONT IT IMMEDIATELY BECAUSE IT IS WHAT IS BENEFICIAL
FOR THE STUDENTS. IT IS NOT ABOUT US.
IT IS ABOUT THE KIDS.>>>HIGH EXPECTATIONS FOR ALL CHILDREN.
>>>WE CAN HELP STUDENTS ACHIEVE THE ILLINOIS EARLY LEARNING STANDARDS AND THEIR IEP GOALS
WHEN WE MEET OUR RESPONSIBILITY OF HAVING HIGH EXPECTATIONS FOR THEM.
UTILIZING THE VALUABLE RESOURCES AND SKILLS OF OUR PARAEDUCATORS, WE ARE ENABLING OUR
STUDENTS TO REACH THEIR FULL POTENTIAL FOR INDEPENDENCE, SOCIAL DEVELOPMENT AND ACADEMIC
GROWTH. PROVIDING ACCOMMODATIONS, MODIFICATIONS, ADAPTATIONS
SUCH AS BREAKS, SENSORY INPUT, AND OTHER CREATIVE METHODS, WE PROMOTE STUDENT LEARNING AND INDEPENDENCE.
THESE BEST PRACTICES PROVIDE OPPORTUNITIES FOR ALL STUDENTS ESPECIALLY THOSE WITH DISABILITIES.
INFORMED TEACHING, PLANNING, ENCOURAGING, COACHING, TAKING RISKS AND INCORPORATING OTHER
SUCH TOOLS GIVE THE SUPPORTS THAT LEAD TO BETTER OUTCOMES FOR ALL CHILDREN.
>>>VALUED TEAM MEMBER.>>>AS PARAPROFESSIONALS, WE DO HAVE CONSTANT
INPUT ON HOW WE FEEL OUR STUDENTS ARE DOING ON THEIR GOALS.
ARE THEY REACHING THAT QUARTERLY GOAL? DO WE NEED TO TAKE A LOOK AT IT AGAIN? AS
FAR AS OUR TEAM GOES, OUR TEACHER AND THE SPEECH PATHOLOGIST, THE OCCUPATIONAL, PHYSICAL
THERAPISTS THEY WILL ALL COME TO US AS WE WORK WITH THESE STUDENTS AND ASK US HOW WE
FEEL THEY ARE DOING WITH THOSE OR IF WE NEED TO TWEAK THOSE GOALS OR RELOOK IT IS NOT APPROPRIATE
AT THAT TIME. SO WE DO HAVE INPUT AS FAR AS HOW WE FEEL
OUR STUDENTS ARE DOING AND WHAT WE NEED TO LOOK AT AND HOW WE NEED TO PROGRESS WITH THOSE
GOALS.>>>I FEEL THAT IN SOME CASES PARAPROFESSIONALS
AREN’T NECESSARILY USED IN THE WAY THAT THEY CAN BE MOST EFFECTIVE TO THE CLASSROOM AND
TO THE STUDENTS. I FEEL THAT THEY ARE JUST AN EXTENSION OF
MYSELF, AND I AM NOT — I AM NOT THERE TO LEAD THEM, TO BE THE BOSS.
WE ARE A TEAM, AND SO I THINK THAT THEY CAN GATHER JUST AS VALUABLE INFORMATION AS I CAN
GATHER, AND SOMETIMES THEY SEE MORE BECAUSE I CAN’T LOOK AT TEN KIDS ALL AT ONE TIME AND
ESPECIALLY WHEN THERE IS OTHER NEEDS INVOLVED, THEY CAN FROM BEHIND SAY THIS IS HAPPENING
WHEN YOU ARE DOING THIS. I SEE THIS, AND THEIR INFORMATION IS INCREDIBLY
VALUABLE TO ME. BECAUSE FOR THE AMOUNT OF DATA THAT I HAVE
TO COLLECT AND FOR THE AMOUNT OF INFORMATION I GATHER, I COULD NOT DO IT BY MYSELF. THEY
ARE REALLY JUST A TRUE EXTENSION OF ME. THEY KNOW EVERYTHING I AM GOING TO DO, AND
THEY KNOW EVERYTHING I AM GOING TO SAY AND I KNOW WHAT THEY ARE GOING TO DO.
WE ARE NOT OPERATING IN DIFFERENT REALMS. WE DEFINITELY WORK TOGETHER, AND I THINK THE
PARAPROS IN THE CLASSROOM SHOULD BE WELCOMED TO PARTICIPATE THAT WAY BECAUSE I THINK SOMETIMES
THEY ARE VIEWED AS JUST AN AIDE TO HELP THAT STUDENT.
WHEN, IN REALITY, IF THEY ARE NOT CONNECTED TO WHAT THE CLASSROOM TEACHER IS DOING OR
WHAT IS REALLY GOING ON WITH THE PARTICULAR STUDENT AND THEY ARE JUST THERE TO ASSIST
THEM, THE CONNECTION ISN’T THERE. AND THEY DON’T BUILD THOSE RELATIONSHIPS AND BUILD
THE ABILITY TO GATHER INFORMATION USEFUL TO THE BENEFIT OF THE CHILD.
>>FOR PARAEDUCATORS, I THINK IT IS A BIT DIFFICULT TO COME INTO THAT POSITION AND UNDERSTAND
THE SPECIAL ED PROCESS. IT IS DIFFICULT FOR ALL OF US WHO HAVE BEEN
IN SPECIAL ED FOR MANY YEARS TO KEEP UP WITH GOALS, OBJECTIVES, IEP’S, IDEA, NCLB.
IT IS ENDLESS. THE ABC’S IN SPECIAL ED ARE ENDLESS.
SO HAVING THAT RELATIONSHIP WITH THE CERTIFIED TEACHER AND WITH THE TEAM SO THAT THEY HAVE
AN UNDERSTANDING OF THE LAW, OF PARENTS’ RIGHTS, OF STUDENTS’ RIGHTS AND WHAT THE IEP WHICH
STANDS FOR INDIVIDUAL EDUCATION PROGRAM STANDS FOR IS IMPORTANT.
AND I HOPE THAT THE TEAM IS SUPPORTING THAT PARA EDUCATOR AND MAYBE A WALK-THROUGH OF
WHAT EACH STUDENT’S IEP LOOKS LIKE, WHAT THEIR GOALS LOOK LIKE, THE STEPS THAT THEY WILL
TAKE IN SUPPORTING EACH STUDENT TO REACH THEIR GOALS.
THAT WOULD BRING EVERYBODY TO THE SAME PAGE, AND THAT’S WHAT WOULD MAKE THE PLANNING MEETINGS
SO IMPORTANT IS THAT THE PARAEDUCATOR WOULD UNDERSTAND THE IEP GOALS AND THE OBJECTIVES,
AND EVERYBODY WOULD BE WORKING TOWARDS THE SAME THING.
>>>I THINK AT ANY TIME YOU COME TO A NEW TEAM, THERE IS ALWAYS A PROCESS OF GETTING
TO WORK AS A TEAM AND LEARNING HOW TO WORK AS A TEAM, AND THIS TEAM WORKS INCREDIBLY
WELL NOW. INITIALLY, NO, IT DIDN’T BECAUSE IT IS ALWAYS
A PROCESS OF GETTING THERE. BUT I THINK NOW KELLY HAS VERY GOOD EXPECTATIONS
OF WHAT EVERYBODY’S ROLES IN THE CLASSROOM ARE.
AND I THINK SHE IS REALLY GOOD AT TREATING EVERYBODY WHO WORKS IN THE CLASSROOM AS AN
EQUAL, AND WE ALL HAVE A VALID OPINION ON THE CHILDREN, AND THAT’S WHAT WORKING AS A
TEAM REALLY IS. SO AND IT IS A HARD THING FOR PARENTS TO UNDERSTAND
WHEN THEY FIRST COME TO THE EARLY CHILDHOOD PROGRAM BECAUSE MANY OF THEM COME FROM A CLINICAL
SETTING WHERE, YOU KNOW, IT IS ONE ON ONE WITH THE SPEECH THERAPIST. AND SO UNDERSTANDING
THAT WHEN I AM NOT IN THE CLASSROOM, MY GOALS AND OBJECTIVES ARE BEING CARRIED OUT IS SOMETHING
THAT I KIND OF HAVE TO HELP THEM UNDERSTAND, AND NOT ONLY THAT, BUT HOW IMPORTANT IT IS
FOR THE CHILDREN TO LEARN TO USE LANGUAGE IN A NATURAL SETTING.
>>>INTERPERSONAL SKILLS.>>>WE MUST RELY ON OUR INTERPERSONAL SKILLS
IF WE ARE TO EXPERIENCE A GOOD WORKING ENVIRONMENT AND COMPATIBILITY WITH OUR COWORKERS.
WHEN WORKING IN A CLASSROOM WITH CHILDREN, THEY ARE INTRINSICALLY ABLE TO PICK UP ON
CONFLICT AS WELL AS CONTENTMENT. USING ONE OF THE MOST IMPORTANT SKILLS OF
ACTIVE LISTENING, WE ARE ABLE TO IMPART TO THOSE AROUND US A SENSE OF SECURITY, LEADERSHIP,
AND UNDERSTANDING WHICH, IN TURN, PROVIDE A STIMULATING, NURTURING AND EDUCATIONAL ENVIRONMENT
FOR OUR STUDENTS. VARIOUS COMPONENTS OF INTERPERSONAL SKILLS
INCLUDE LISTENING, TO OUR STUDENTS, THE TEACHER, OUR COWORKERS, STUDENTS’ FAMILIES, ALL SUPPORT
STAFF, AND OUR SCHOOL ADMINISTRATORS. OTHER ASPECTS OF INTERPERSONAL SKILLS INCLUDE
OUR FLEXIBILITY TO ADAPT TO ALL SITUATIONS, OUR ABILITY TO TAKE AND FOLLOW DIRECTION.
COMMUNICATION BETWEEN ALL STAFF INVOLVED IN THE CLASSROOM IS OUR KEY TO SUCCESS.
WE MUST ALL WORK TOGETHER TO BE GOOD PROBLEM SOLVERS TO ENSURE COMPATIBILITY FOR A COHESIVE
WORKING ENVIRONMENT.>>EDUCATION-WISE, THEY ALL HAVE VARYING LEVELS,
AND THEY HAVE ALL HAD VARYING BACK GROUNDS. BUT THE ONE THING THEY HAVE THIS COMMON IS
THEY HAVE SOME, SOME PARTICIPATION WITH STUDENTS WITH SPECIAL NEEDS, WHETHER THAT BE PERSONALLY
OR I AM PERSONALLY THROUGH OTHER PEOPLE. BUT I THINK SOCIALLY AND PERSONALLY, THEY
ARE ALL ABLE TO BE VERY FLEXIBLE AND WORK ON A TEAM.
I THEY IT IS SO NECESSARY THAT THEY UNDERSTAND HOW TO WORK WITH OTHER PEOPLE, HOW TO TAKE
DIRECTION, HOW TO ACCEPT SOME REDIRECTION FROM PEOPLE AND BE ABLE TO WORK TOGETHER.
PERSONALLY, YOU HAVE TO HAVE THAT ABILITY TO NOT BE OFFENDED IF SOMEONE TELLS YOU THAT
SOMETHING DIDN’T GO RIGHT OR NOT BE EMBARRASSED TO SAY “I DON’T KNOW, AND I NEED YOUR HELP.”
AND SOMETHING THAT WE WORK REALLY HARD ON IS BEING ABLE TO WORK WITH EACH OTHER ON,
AND KIND OF KNOW IF YOU CAN SEE SOMEONE STRUGGLING TO STEP IN THERE. IT IS DEFINITELY A TEAM
PROCESS. BUT I BELIEVE PERSONALLY, HAVING THE SOCIAL
SKILLS TO UNDERSTAND THAT THIS IS A TEAM PROCESS AND I AM ABLE TO ACCEPT CHANGE, AND I NEED
TO BE FLEXIBLE. FLEXIBILITY IS ABSOLUTELY KEY FOR BEING A
GOOD SOLID PARAPRO IN A CLASSROOM BECAUSE IT IS NEVER THE SAME EVERY DAY.
>>I THINK THAT PARAEDUCATORS WE SEE THEY JUST DON’T STAY IN THEIR FIELD VERY LONG.
AND WHEN YOU LOOK BACK AT THE DATA, I THINK THIS IS A LOT OF REASONS.
MAYBE THEY HAVEN’T HAD THE OPPORTUNITY TO GROW AND TO GET ADDITIONAL PROFESSIONAL DEVELOPMENT
SO THAT THEY FEEL LIKE THEY ARE MAKING PROGRESS IN THEIR WORK.
MAYBE THEY FEEL ISOLATED. MAYBE THEY ARE NOT INVITED INTO THE PLANNING
MEETING SO THAT THEY CAN BE PROACTIVE VERSUS REACTIVE TO WHAT IS HAPPENING IN THE CLASSROOM.
MAYBE THEY DON’T HAVE GOOD COMMUNICATION BETWEEN THEIR TEAM.
MAYBE THEY HAVEN’T BEEN ALLOWED TO BUILD THAT RELATIONSHIP WITHIN THEIR SCHOOL, AND I THINK
THOSE ARE ALL ARE FACTORS THAT CAUSE PEOPLE TO LEAVE.
SO I WOULD HOPE THAT THEY LEAVE THEMSELVES OPEN TO THAT. THEY THINK ABOUT THAT RELATIONSHIP,
THEY THINK ABOUT THEIR OWN INTERPERSONAL SKILLS, THAT THEY ARE OPEN TO WHATEVER COMES THEIR
WAY.>>I WOULD REALLY LIKE TO SEE TEACHERS COMMUNICATE
AND INCORPORATE THE PARAPROFESSIONAL ROLE INTO NOT JUST XEROXING, BEING USED MORE AS
IN HELPING ALL STUDENTS IN THE CLASSROOM. THE KIDS NOTICE THAT. WHETHER THEY ARE HELPING
ONE OR ONE OR THEY ARE HELPING THREE OR TWO STUDENTS, THE KIDS IN THE CLASSROOM KNOW THAT,
AND IT IS NICE TO BE ABLE TO SEE THEM RAISE THEIR HAND AND ASK FOR HELP AND BE ABLE TO
GO OVER THERE AND KNOW WHAT WORK THEY ARE WORKING ON AND ANSWER THAT QUESTION, AND THEN
STEP BACK AND THEY FEEL COMFORTABLE. THEY FEEL COMFORTABLE, THEY ARE GOING TO GO
ON TO THE NEXT THING, NEXT TASK AND REALIZE I CAN DO THIS.
SOMEBODY IS THERE IF I HAVE A QUESTION. SOME CHILDREN ARE NOT APT TO RAISE THEIR HAND
IF THEY DON’T KNOW. IF THEY DON’T HAVE ANY RESOURCE, THEY ARE
NOT GOING TO ASK. AND THAT MEANS WHEN ONE OF US DOES LEAVE,
ONE OF US IS ABSENT SEAMLESSLY SOMEONE ELSE COME IN AND STEP IN AND TAKE THAT STUDENT’S
ROLES. SO IT IS REALLY MY TEACHER PREPARING US FOR
OUR JOBS, AND, IN TURN, THAT HELPS HER DO HER JOB.
>>>CONFIDENTIALITY.>>>SCHOOL DISTRICTS THROUGHOUT THE NATION
ARE REQUIRED TO PROTECT THE CONFIDENTIALITY OF PERSONALLY IDENTIFIABLE INFORMATION OF
EACH STUDENT. PERSONALLY IDENTIFIABLE INFORMATION INCLUDES
BUT IS NOT LIMITED TO NAME, ADDRESS, FAMILY MEMBERS, OR CHARACTERISTICS THAT MAY IDENTIFY
A CHILD. THE ILLINOIS ADMINISTRATIVE CODE DICTATES
THAT ANYONE COLLECTING OR USING IDENTIFIABLE INFORMATION SHALL RECEIVE TRAINING REGARDING
THE STATE AND INDIVIDUAL SCHOOL’S POLICIES ENSURING THAT ALL INFORMATION IS PROTECTED.
EACH CLASSROOM TEACHER SHOULD HAVE DISCUSSIONS WITH HER PARAEDUCATORS ON HOW AND WHEN INFORMATION
IS SHARED. BEST PRACTICES INDICATES THAT COMMUNICATION
TO AND FROM SCHOOL SHOULD BE ADDRESSED IN AN IEP MEETING.
IN ANY COMMUNITY, WHETHER IT IS LARGE OR SMALL, IT IS VITAL THAT ANY INFORMATION ABOUT STUDENTS
SHOULD BE DISCUSSED ONLY WITHIN THE PARAMETERS OF THE LAW.
AN EXAMPLE OF A BREACH OF CONFIDENTIALITY COULD BE SOMETHING AS SIMPLE AS INADVERTENTLY
SHARING INFORMATION ABOUT A FIVE YEAR OLD STUDENT ONLY IDENTIFIED AS HAVING DOWN SYNDROME.
>>>PLANNING TIME.>>>PARAEDUCATORS AND TEACHERS HAVE AN OPPORTUNITY
TO PLAN WE HOPE SOMETIME DURING THE WEEK SO THAT THE GENERAL EDUCATOR CAN SHARE THE LESSON
PLAN AND THEN THAT PARA WOULD KNOW THE STUDENTS THAT NEED SOME ADAPTATIONS OR LITTLE BIT OF
SUPPORT. AND DURING THAT PLANNING TIME, THEY MIGHT
HAVE A CHANCE TO TALK ABOUT WHAT THAT LOOKS LIKE FOR EACH CHILD BECAUSE IT MAY LOOK DIFFERENT
FOR EVERY CHILD.>>WE CONSULT WITH THE OTHER SERVICE PROVIDERS
IN THE CLASSROOM AS OFTEN AS POSSIBLE. OUR SPEECH THERAPIST PARTICIPATES IN OUR CLASSROOM
THREE FULL DAYS A WEEK. SO SHE IS ALWAYS IN THE ROOM AND ALWAYS GIVING
US GUIDANCE ON ARTICULATION OR DIFFERENT THINGS THAT SHE WANTS US WORKING ON WITH THE STUDENT,
AND WE ARE DOING SPEECH FOR HER WHEN SHE IS NOT IN THE ROOM. SO SHE WILL GIVE US KEYS
TO WORK FOR OR VISUALS TO USE FOR SNACK TIME OR ANYTHING TO KIND OF PROMOTE THE CHILDREN’S
LANGUAGE. OT-WISE, WE WILL MEET WITH THEM AS REGULAR
AS WE CAN. SHE IS IN OUR ROOM ALSO THREE DAYS A WEEK,
POPS IN AND DOES SOME INTEGRATED TYPES OF THINGS SO WE ARE ABLE TO IF ASK QUESTIONS
AND SHE WILL PROVIDE US WITH A WRITTEN SENSORY DIET WITH RATIONALE WHY WE ARE DOING IT, SHOWING
US ALL THE PROTOCOLS AND PROCEDURES. AND WHEN IT IS NOT WORKING OR WE NEED TO CHANGE
IT, WE DO. AND WE JUST MEET AND MAKE THE TIME NECESSARY
TO DO THAT. SO WE DO MEET DURING OUR PLANNED PLAN TIME,
BUT WE ALSO MEET WHENEVER NECESSARY TO MAKE ADAPTATIONS OR MODIFICATIONS TO A CHILD’S
PROGRAM AS WE NEED TO.>>I THINK THE PLANNING TIME THAT WE HAVE,
WE USE. AND I’D LIKE TO THINK THAT WE ARE SUCCESSFUL BECAUSE OF THAT PLANNING TIME AND
HOW WE USE IT. WE ARE ALWAYS WORKING AHEAD OF THE GAME.
WE ARE ALWAYS LOOKING AT DIFFERENT WAYS WE CAN APPROACH A TASK, AND OUR TEACHER IS VERY
GOOD AT FINDING NEW WAYS TO ENGAGE THEM, DIFFERENT WAYS INSTEAD OF DOING THE SAME ACTIVITY TIME
AND AGAIN, USUALLY WE HAVE A VERY DIVERSE CURRICULUM.
>>WHEN I THINK ABOUT MY TRANSITIONS AND HOW I HAVE MADE MY CLASSROOM THE WAY IT IS, I
THINK FIRST AND FOREMOST IS PLANNING AND INSTRUCTION. I THINK THE TEACHER AND THE TEAM HAVE TO BE
VERY AWARE OF WHAT THE PLANNING IS AND WHAT THE INSTRUCTIONAL GOALS ARE FOR THE DAY — OR
EVEN THE WEEK YOU ARE PARTICIPATING IN. WITHOUT PLANNING, YOU YOURSELF AREN’T SURE
WHERE YOU ARE GOING AND WHAT YOU ARE GOING TO DO.
SECONDLY IS ROUTINE, NOT JUST ROUTINE THIS IS WHAT WE DO.
BUT A ROUTINE, THIS IS OUR SCHEDULE. THIS IS HOW WE FOLLOW IT.
THESE ARE EMBEDDED SONGS AND TRANSITIONAL TOOLS THAT WE USE, AND THIS IS HOW WE WILL
GET KIDS FROM POINT A TO POINT B. I WORKED REALLY HARD WITH THE PARAPROS. WE
SIT DOWN AND LOOK AT A SCHEDULE AND DOES THIS WORK AND I TRY REALLY HARD TO DO LIKE AN UP
AND DOWN SCHEDULING. SO WE WILL DO A LITTLE TABLE TIME AND THEN
THEY WILL GET THE PLAY TIME TO KIND OF MOVE AROUND AND THEN SEATED ACTIVITY.
THEY WILL GO TO MUSIC WHERE THEY ARE UP AND MOVING AND COME BACK AND WE WILL DO A SEATED
ACTIVITY. SO I TRY TO MAKE IT REAL UP AND DOWN SO IT
IS RHYTHMIC SO I AM NOT HAVING THEM SITTING FOR LONG PERIODS OF TIME WHICH KIND OF EASES
THEIR TRANSITION INTO THE NEXT ACTIVITY. BUT I THINK BEING PLANNED, BEING PREPARED
AND HAVING A GOOD SOLID ROUTINE THAT WORKS FOR THE KIDS, NOT FOR ME, THAT WORKS FOR THE
KIDS, IS WHAT ALLOWS US TO TRANSITION AS SMOOTHLY AS WE DO.
>>>PROMOTING STUDENT LEARNING.>>>ONE OF THE THINGS THAT PARAEDUCATORS COULD
TALK ABOUT WHILE THEY ARE SITTING THERE AT THEIR PLANNING LESSONS MIGHT BE HOW THEY SUPPORT
STUDENTS. MANY TIMES IF YOU ARE OBSERVING IN A CLASSROOM
YOU MAY SEE THE PARAEDUCATOR SITTING RIGHT NEXT TO THE STUDENT, AND MAYBE THE STUDENT
DOESN’T NEED THAT MUCH SUPPORT. SO WE SHOULD THINK ABOUT ONLY SUPPORTING WHEN
A STUDENT NEEDS SUPPORT.>>WORKING WITH ALL MY PARAPROS, I FEEL IT
IS NECESSARY WHETHER THEY BE ONE OR ONE OR INTEGRATED MEANING THEY WORK WITH A COUPLE
OF STUDENTS, THAT THEY KNOW EVERYBODY. BECAUSE YOU NEVER KNOW WHO IS NOT GOING TO
BE HERE. AND SOMETIMES IT IS DIFFICULT FOR JUST A RANDOM
SUBSTITUTE TO STEP IN FOR MORE CHALLENGING OR DIFFICULT STUDENTS. SO I DO LET THEM KNOW
ABOUT THEIR PARTICULAR CHILD AND SPECIFICALLY WHAT THEIR ROLE AND RESPONSIBILITY IS WITH
THAT STUDENT, BUT AT THE SAME POINT I WANT THEM TO UNDERSTAND THAT THEIR JOB IS TO ASSIST
THEM, NOT DO FOR THEM. SO THEY UNDERSTAND THAT THEIR JOB IS TO PROMOTE THEIR LEARNING
AND TAKE THEM TO A LEVEL JUST TO WHERE THEY ARE ALMOST AT AND KIND OF PUSH THEM UP TO
THAT. SO THEY ALSO UNDERSTAND THAT I DON’T EXPECT
THAT THEY DO EVERYTHING FOR THE STUDENT. I DON’T EXPECT THAT — THE KIDS NEED TO ASK,
AND THEY NEED TO LEARN THOSE SKILLS TO PROBLEM SOLVE AND WORK THROUGH.
ADDITIONALLY, I SPEND TIME SO THAT THEY KNOW EVERY KID IN THE PROGRAM.
THEY THOUGH WHY THEY ARE HERE, THEY ARE HERE FOR AND THEY KNOW WHAT SOME OF THE CHALLENGES
WE MIGHT HAVE ARE. SO THEY KNOW THEY CAN READ.
I CAN TELL THEM WATCH FOR THIS MAYBE EVERY 15 MINUTES WHEN WE ARE SITTING, YOU MIGHT
SEE WIGGLING, WATCH FOR THAT. WHEN THEY DO THAT, I EXPECT THIS.
SO THEY KNOW WHEN SOMEONE HAS GOTTEN UP WITH THAT CHILD, THEY KNOW WHY THEY LEFT AND THEY
KNOW THEY NEED TO MOVE OVER BECAUSE THE OTHER CHILD THAT THEY LEFT MIGHT NEED THAT SAME
SUPPORT. SO ALTHOUGH SOME OF THEM ARE TIED TECHNICALLY
TO ONE STUDENT, THEY DEFINITELY PROVIDE THAT AND DO WHAT THEY ARE SUPPOSED TO WITH THAT
CHILD, BUT THEY CAN BACK AWAY AT TIMES TO ALLOW THAT CHILD INDEPENDENCE AND TO SUPPORT
THE OTHER KIDS IN THE CLASSROOM.>>>BUT IT IS A CONSTANT CHANGING PROCESS,
AND, YOU KNOW, SOME THINGS WORK FOR SOME CHILDREN AND SOME THINGS DON’T FOR OTHERS.
I THINK YOU CAN’T LOOK AT A CHILD WHEN HE COMES IN YOUR DOOR AND FEEL LIKE YOU HAVE
HIM FIGURED OUT. I THINK YOU REALLY HAVE TO BE WILLING TO CHANGE
AND MODIFY AND ADAPT THEIR ENVIRONMENT TO MAKE THEM SUCCESSFUL, AND OUR GOAL IN ALL
OF THAT IS THAT THEY DON’T NEED US. SO I WOULD LIKE ALL OF OUR KIDS, SOME OF THEM
CAN’T, BUT I WOULD LIKE MOST OF THEM TO LEAVE OUR CLASSROOM NOT NEEDING US ANY MORE, AND
THAT’S — THAT’S WHERE I FIND SATISFACTION IN THIS JOB IS JUST SEEING THEIR GROWTH, AND
THEY DON’T NEED ME TO HELP THEM WITH THAT ANY MORE.
>>THE VALUE OF MY POSITION IS TO GIVE THE OPPORTUNITY TO THESE CHILDREN WITH SPECIFIC
NEEDS TO REACH THEIR POTENTIAL. I FEEL VERY STRONGLY THAT THESE CHILDREN CAN
GO ABOVE AND BEYOND ANYTHING THAT THEY STRIVE FOR, GIVING THE RIGHT ENVIRONMENT, THEY REALLY
CAN’T — AND I BELIEVE THAT A LOT OF THESE CHILDREN ARE NOT GIVEN OPPORTUNITIES.
SO WHENEVER YOU ARE IN AT YOUR JOB EVERY DAY, GIVE IT YOUR ALL BECAUSE THESE CHILDREN ARE
AMAZING, AND THEY CAN GO REALLY, REALLY FAR IF YOU JUST GIVE THEM A CHANCE, GIVE THEM
THE PATIENCE AND GIVE THEM THE OPPORTUNITY TO SHOW YOU WHAT THEY ARE MADE OF.
>>>WE RECOGNIZE THE IMPORTANCE OF THE ROLE OF PARAEDUCATOR IN OUR CLASSROOMS.
THEY ARE A VALUABLE SOURCE OF SUPPORT TO THE CHILDREN, TEACHERS, AND RELATED SERVICE PROVIDERS.
THEIR CONTRIBUTION HELPS STUDENTS ACHIEVE OUTCOMES AND INDEPENDENCE.
IN ACCORDANCE WITH BEST PRACTICES, WE ENCOURAGE CONTINUING EDUCATION FOR PARAEDUCATORS, ONGOING
PROFESSIONAL DEVELOPMENT OPPORTUNITIES SHOULD REFLECT THE CURRENT NEEDS OF CHILDREN THAT
THE PARAEDUCATORS ARE SUPPORTING. IN THESE DIFFICULT TIMES OF LIMITED RESOURCES
AND INCREASING MANDATES, PARAEDUCATORS PROVIDE THE BUILDING BLOCKS FOR CHILDREN TO REACH
THEIR POTENTIAL IN THE FUTURE. THANK YOU FOR JOINING US TODAY.
>>>SLIDE TO THE LEFT. GOOD!
READY. RIGHT FOOT STOMP.
STOMP. STOMP.
STOMP. STOMP STOMP.
STOMP. STOMP.
FUNKY MONKEY UP AND DOWN. GOOD! CLAP THOSE HANDS.
JUMP. JUMP.
JUMP. REAL HIGH!
JUMP, JUST JUMP. NOW REACH AND SWAY.
>>ALL THE WAY.>>AND SHAKE IT.
>>SHAKE IT.>>HERE WE GO.
FUNKY MONKEY. DO THE MONKEY.
CLAP THOSE HANDS. GOOD.

Day at Work: Occupational Therapist


My name is Lani Hessen and I’m an occupational therapist. If you think about what occupies your time as a human, occupational therapist
can work with any of those performance areas. Occupational therapy is really creative, uh
career. We want our children to be successful in all areas of, you know their occupations
and the occupations of a child are being a student and being a family member and being a peer and being you know someone who can play successfully. “This one is…?”
“Big square.” “Excellent! This one is big square and this
one is…?” “Small square.”
(gasps) “Oh my gosh! You got it!”
“Okay, so what are we looking at…” Children are much more easily engaged by playful
therapeutic options and I feel that working with kids you can really almost kind of trick
them into therapy because they just feel like they’re playing a game with you.
So we might take a child through an obstacle course to help with their motor planning. We, uh, would use different activities like climbing, um, swinging, jumping, to help with core strengthening. We also have lots of things that hang from our ceilings like trapezes that might use to help with children’s development of upper extremity and hand strengthening. Sometimes children have handwriting difficulties and they need help with, you know, learning how
to write, learning how to hold a pencil. “Okay, straight line down.” I have to document each session with a daily progress note and I write where the child
is in terms of their performance that day – how much help did that child need with
the different tasks I ask the child to do. So that we can keep track and kinda monitor how the child is progressing in terms of their treatment plan. I got my undergraduate degree
in kinesiology which is, uh, human movement studies. You need a masters degree to be able
to practice. I applied to graduate schools and choose a program that was, uh, two years
of academics and then six to nine months of internships after the academics. Even though
I am a pediatrics physical therapist, I worked in a hospital setting with adults as one of
my internships. If you want to pursue occupational therapy, really think about the sciences. Really think about honing your writing skills in high school. Make sure you stay really
active. Make sure you keep your own bodies really strong and really healthy. And, make
sure that your attitude is really positive, working with patients or clients in a clinic
setting, you have to come into the day with a very positive outlook. You have to leave all your own stuff at home. I love how active I’m able to be everyday, sitting down in a chair for me all day at a job would be really challenging. I love being up and active and
moving all day and I do at this job. I’m up walking around, helping kids. I love the kids that I work with and it’s a great career. Go for it!

[BSL] How To Employ Your Own Personal Assistant – Disability Charity Scope


Hello. I’m Nadia and this year I won “Best
Individual Employer Who Employs Their Own Care and Support Staff” at the Skills for
Care Awards. When it was announced that I had won, I was surprised, happy and proud.
Here are a few of my tips on employing your own personal assistant.
First of all, decide what support you need to live the life you want.
Make sure you have a think about the number of hours of support that you need. You also
need to decide whether you need to recruit more than one PA to support you. It is a good
idea to have more than one person, in case one PA is off sick or on holiday.
Think about how you will find the right person. You can advertise in loads of different ways.
You could try the internet and Facebook groups. Do remember to keep yourself safe and carry
out any interviews in a public place. Some support organisations may be able to help
you with this. Just remember, it might take some time to find the right person for you.
Remember that it needs to be a business relationship. It might seem like a great idea to hire your
friend but remember that they will be your employee. You need to make sure they have
the skills and qualifications necessary to do what you need them to. Remember, it’s
really important to ask for references and to do DBS checks for your PA.
Always think about your responsibilities that come with hiring and managing a personal assistant.
This can include managing direct payments and lots of other administration. My dad helps
me with my taxes and direct payments. My PA does not help with that. I organise rotas
and shifts with the help of my Communication Support Worker.
Finally, remember you might be able to get help to become an employer.
In some areas, it is possible to outsource things like payroll and get extra help to
become an employer. Your local authority should be able to advise you on what local support
and information is available. If you’re considering employing your own
personal assistant, visit Scope’s website today for more help and information.

‘End The Awkward’ At Work – Disabled people tell Scope their stories and tips


EUGENE: When I was 18, I used to help promote club nights. Saying, you know, “Come along I can get you free entry, free drinks probably…” The landlord heard about this and started asking me questions. I told him about the music, the types of things we were going to do, where it was… And he said “Have you ever considered doing pantomine?” “You people always end up doing the same thing at the end of the day, don’t you?” RACHEL: I think interacting with disabled people at work amplifies the awkwardness that you feel… …in every day life because of trying to be professional. EMILY: One of my most awkward situations that I’ve had a work with a colleague was… When they refused to actually believe that I had seizures. They ended getting themselves into a situation where they were attempting to phone my doctor’s surgery… …for themself to find out if I really did have seizures. EUGENE: I’m sat in this interview with this guy who’s going to be my boss… And in the middle of this interview, he asks me if I have a Green Card. Which to me means that I’ve got status to be a resident in America. (!) And I said, “I’m sorry?” And he said, “Well you know, a lot of people with disabilities have Green Cards.” EMILY: Some of it is just around not knowing what disability really is and having a panic And a fear about not getting it right. ALAN: You kind of see that gulp or you hear that “Oops… it’s Alan I shouldn’t have said that.” JENNIE: I don’t really believe that most people are setting out to be rude. But there isn’t enough education out there for them. There isn’t enough disability awareness training. EMILY: The best way to stop situations becoming awkward is to talk to the person. Don’t panic. Don’t fret. Don’t treat them as any different to any other member of your workforce. We all have things that we need a bit of help with… Or need adjusting in some way. Some people just need a bit more adjusting than others.

Kids at Work, Out of School in Afghanistan


My name is Azizullah. I’m 12. I’ve been weaving carpets for about seven
years. There are 11 of us brothers and sisters and
we earn our living for our family through carpet weaving. About a quarter of all Afghan children are
engaged in child labor. These children work as carpet weavers on looms
at home, they work in the metal works industry, they
work as shoe shiners, as street workers. They work as bonded labor on brick kilns. Many of them work long hours under difficult
circumstances doing work that is injurious to their health
and could also cause death. My name is Sajjad. I’m 13 years old. I get lots of cuts but one time the [metal]
sheet cut my leg. It was a big gash. The sheet was on the shop floor. When I was walking by, my leg got caught on
it and I got a big gash. Children under the age of 18 are forced to
work because of poverty and unemployment [of their
parents.] 36% of the population in Afghanistan lives
under the poverty line. A more serious problem is the lack of awareness
among the people about the rights of children. Under Afghan law, children between the ages
of 15 and 17 are allowed to work provided that the work is less than 35 hours
a week, represents a form of skilled training such
as learning to be a tailor and the work is not physically harmful to
the child. Children 14 or below working in any form of
labor is illegal. But thousands of these children do work, often in circumstances that are harmful to
their health and well-being. Several years ago, one of our students worked
as a mechanic. He was under a car when the jack gave way
and he was killed instantly. His name was Haseeb. These incidents happen, these accidents. The carpet sector has one of the highest rates
of child participation, particularly girls because it is a home-based
industry and so girls find it easier to be employed
inside of their own houses. And because it is a home-based industry, it is more difficult to regulate for the government. I start at 5 in the morning and work until
6 at night. Children working on the carpet looms face
a lot of physical hazards. They risk having carpal tunnel syndrome, they
risk diminishing vision, they risk cuts and injuries to their hands
and to their eyes and they complain often of bodily ache because they sit in one straight posture for
many long hours during the day. Our eyes hurt and our hands also get injured. My lower back hurts. It�s been seven years. When I work too long, I inhale the dust so
I get a cough. When I breathe, the particles of yarn stick
to my throat then I get a cough. Children who work in brick kilns actually
work in bonded conditions which means they have to work to pay off a
debt that the family has incurred and often these children have absolutely no
choice but to work on the brick kiln. Every day we wake up with the mullah’s call
to prayer. We start making bricks early in the morning
and continue until evening. I don’t like making bricks. It hurts because the work is hard and the
mold is heavy. We take chunks of clay from the mound and
our hands hurt. Basically in brick kilns, as soon as a child
is able to walk and do things, they’re enlisted to work. By the grace of God, I have 11 children. This one brings us sand. This one turns over
the bricks. When they turn five, they start working. That’s
when they start. The point is everyone works. Children who work often are not able to go
to school, and if they do go to school they’re forced to combine the difficult
burden of labor and of education. Therefore, a lot of children are often forced
to quit school because they work. There are schools but we don’t go to them.
We make bricks here. We go to school about four or five hours.
The rest of the day, we’re here. The stress from carpet weaving distracts us
from our education. If you weren�t weaving carpets, what would
you prefer to do? I would continue my studies and attend courses. Children who work have the right to safety,
physical well being, the right to emotional well-being, the right
to an education. The Afghan government needs to implement its
laws regulating children and prohibiting them from working under difficult
and harmful circumstances. The government needs to hire more labor inspectors,
needs to train them and to legally empower them, to identify and then to rectify instances
of children involved in harmful work. The international community needs to help
the Afghan government offer technical expertise to devise regulations,
policies and laws to combat child labor and to offer the financial assistance to the
government to run programs of social support for children such as education, healthcare, counseling
and legal aid. Unfortunately, we don�t even have the minimum
budget for social support programs. This is mostly because the national budget
is spent on security and less on social issues such as vulnerable children. For example, if we prohibit children from
working, we must at least have an alternative plan to support them [to say] for example, “you should not be
working, we will support your family,” either financially or by providing them jobs. Unfortunately, we have a problem in this area. If the Afghan government fails to address
the issue of child labor, a quarter of Afghan children is going to grow
up with basically no or very little education so these children will not be able to escape
the cycle of chronic poverty during their lifetimes. We want to go away from the brick kiln and
go somewhere else and have a decent life. For my brothers and sisters to go to school. We want to go to school and learn a new skill. There is no future in brick making.