![]() that related services personnel have not had “certification or licensure requirements waived on an emergency, temporary, or provisional basis” and.that personnel “are appropriately and adequately prepared and trained” (including that they “have the content knowledge and skills to serve children with disabilities”).The Individuals with Disabilities Education Act ( IDEA) echoes this state-level authority at §300.156, including that the state must ensure: States establish the qualifications and required licensure/certification of personnel, including related services providers and paraprofessionals. Under ESSA, states now have sole authority to determine all teacher certification requirements including which teachers are qualified to deliver core content instruction ( The Every Student Succeeds Act: “Highly Qualified Teacher” Requirements, 2016). ESSA rolled back all of the “highly qualified teacher” requirements established under NCLB. However, that part of the law was removed with the reauthorization of the law in 2015, now called ESSA for the Every Student Succeeds Act. States themselves had latitude to further define policies within the state. Under the No Child Left Behind Act of 2001, federal legislation specified the credentials and educational qualifications that teachers and paraprofessionals needed to have at a minimum. Hear from paraeducators in action and the educators who work with and value them! This 5-minute video comes from Montgomery County Public Schools in Maryland. Video | A Day in the Life of a Paraeducator Información en español | Paraprofesionales: Lo que necesita saber ![]() You’ll also find summaries of their typical training and specialities, suggestions for working with your child’s paraprofessional, what challenges you may encounter, and a short list of FAQs. Want some details about a para’s duties? Have a look at the descriptions in Understanding the Paraprofessional’s Role in Schools, which describes paras’ activities focused on instruction, language, physical assistance, and behavior issues. assisting students with self-care tasks (as necessary) and.guiding independent study, enrichment work, and remedial work with students as set up and assigned by the teacher.providing one-on-one assistance to students with disabilities.working with individual students or small groups of students to reinforce learning of material or skills introduced by the teacher. ![]()
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