Ruta de aprendizaje
Educación especial — necesidades moderadas
Las rutas son sugerencias, no requisitos. Ordenan el contenido existente según lo que suele importar más para un rol — usted puede cambiar de ruta o explorar todo el contenido en cualquier momento.
Principalmente estudiantes con discapacidad intelectual moderada, autismo o necesidades de comunicación complejas.
La comunicación va primero aquí a propósito: cuando la comunicación de un estudiante está emergiendo o es aumentativa, es la puerta de entrada a la instrucción y muchas veces la clave de la conducta. Buena parte de lo que parece conducta es en realidad comunicación.
Competencias principales para este rol
Comunicación y colaboraciónApoyo en la enseñanzaApoyo conductual y socioemocionalSalud, seguridad y apoyo físico
Guías para este rol
Communication & AAC
- Communication Bill of RightsYou support a student with complex communication needs, non-speaking, minimally speaking, or using AAC (augmentative and alternative communication), and you want to know what rights they have and how they get honored or violated.
- AAC OverviewYour student uses or is being evaluated for AAC (augmentative and alternative communication), and you want a working framework before the SLP throws acronyms at you.
- PECS and Picture ExchangeYour student is on PECS (Picture Exchange Communication System), and you want to be sure you're implementing the protocol, not just doing 'picture pointing.'
- Assistive Technology OverviewYour student uses assistive technology (AT), pencil grip to speech-generating device, and you want to support it without accidentally replacing it.
- Sign Language BasicsYour student uses sign language, ASL, Signed Exact English, key word signing, or Total Communication, and you want to know what your role is and isn't.
- Visual SupportsYou use (or could use) visual schedules, first-then boards, choice boards, social stories, or visual timers to support a student through the day.
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Disability-Specific Briefs
- AutismYou support an autistic student, and you need a frame that holds the heterogeneity ("if you've met one autistic person, you've met one autistic person") without flattening it.
- ADHDYou support a student with ADHD, and most of what's hard for them at school is executive function, not motivation.
- Specific Learning DisabilitiesYou support a student with a specific learning disability (SLD), the umbrella covers dyslexia, dysgraphia, dyscalculia, and language-based learning disabilities, each needing different support.
- DyslexiaYou support a student with dyslexia, and the right kind of reading instruction (Structured Literacy) makes the difference.
- Intellectual DisabilityYou support a student with intellectual disability, and the field has historically underestimated what these students can do.
- Speech Language ImpairmentYou support a student with a speech-language impairment, and you can be the SLP's carryover partner if you know the difference between the subtypes.
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Instructional Practice
- Instructional Roles of the ParaYou do instructional work all day, and you need a clear line between supporting and teaching, with the skill ceiling that comes with each.
- Prompting HierarchiesPrompting is most of what you do, and the difference between skilled and well-intentioned prompting determines whether the student becomes independent.
- Prompt FadingYou prompt students through skills they can't yet do alone, and fading those prompts is where actual independence gets built.
- Programming Sheets and Procedural FidelityYou run programs that another adult also runs, and consistency between you is the difference between the program working and not.
- Reinforcement BasicsYou use reinforcement every day, and the difference between great reinforcement and "bribery" is whether you know what you're doing.
- Errorless Learning and Error CorrectionYou teach skills where the student's errors matter, and where uncorrected wrong responses get rehearsed into harder-to-undo patterns.
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Behavior Support
- Function-Based ThinkingYou're trying to figure out why a student behaves the way they do, and why the answer matters more than the behavior itself.
- Functional Behavior AssessmentAn FBA is happening for your student, and you're going to be a major source of the data the team needs.
- Reading and Running a BIPYou're being asked to run a Behavior Intervention Plan, and you need to read it the way it's meant to be read.
- Antecedent StrategiesYou want to spend less time managing crises: by changing what happens *before* the behavior, not what happens after.
- Reinforcement Based InterventionsYou're being asked to run DRO, DRA, DRI, or NCR, and you need to know what those mean and where most paras get it wrong.
- Functional Communication TrainingYou're teaching a student a replacement for behavior that's already doing real work for them, and you need to do it the way the plan was designed.
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