WEBVTT
00:00:04.639 --> 00:00:10.720
The whole goal is for us to help the child become more independent.
00:00:10.960 --> 00:00:14.880
The real goal of a pair is for the student to become independent.
00:00:15.119 --> 00:00:19.199
We want them to be able to learn how to ask for the help that they need.
00:00:21.760 --> 00:00:26.800
Hi, my name is Jaya Shelton and I am a paraprofessional.
00:00:26.960 --> 00:00:35.280
I would like to take you through a journey of my daily life, if you will, as a paraprofessional and helping kids in the school system.
00:00:36.079 --> 00:00:39.359
It's been such a rewarding experience.
00:00:39.679 --> 00:00:53.600
Every day we help them set rules and teach them the things that they need to succeed, like life skills, and we're able to just assist them with everyday learning and need.
00:00:53.840 --> 00:01:07.120
So from day to day, a paraprofessional, we are assigned to certain students or to a classroom to assist students' needs, whether that be from learning and helping them in the classroom learn concepts a little better.
00:01:07.280 --> 00:01:11.760
Maybe they aren't able to pick up on a large group setting.
00:01:11.920 --> 00:01:18.719
So we're there to help them with their with understanding the concepts of what the teacher is teaching.
00:01:18.879 --> 00:01:24.319
We are also there to help them with social cues and social needs.
00:01:24.560 --> 00:01:29.920
The whole goal is for us to help the child become more independent.
00:01:30.159 --> 00:01:42.000
A lot of misconceptions about a parent is that we are to follow them throughout the rest of their schools, school, schooling as far as going from grade to grade with them.
00:01:42.239 --> 00:01:48.159
A lot of times, with the help of the teacher and the para, the students end up being independent.
00:01:48.400 --> 00:02:00.000
We're supposed to help them in the areas that the IEPs, um, which is their individual plans, or their BIPs, which is their behavior plans, are to our set.
00:02:00.159 --> 00:02:00.959
They're set.
00:02:01.200 --> 00:02:04.560
We're supposed to help them with their IEPs and BIP goals.
00:02:04.879 --> 00:02:11.280
So as a para, we are often seen as what you consider the friend of the student.
00:02:11.360 --> 00:02:15.120
But the real goal of a para is for the student to become independent.
00:02:15.280 --> 00:02:22.639
We want them to be able to learn how to ask for the help that they need, whether it be from peers or whether it be from their teacher.
00:02:22.960 --> 00:02:37.039
We want to see them learn how to communicate and play with their student with the other students and learn how to do the basic things that they need in order to succeed in the classroom themselves.
00:02:37.280 --> 00:03:02.879
I've seen a lot of success throughout my career as a para, and I've seen students who were selected mutes start to interact and communicate with other students, or students who were on BIPs and um and other IEP goals for behavior and education.
00:03:02.960 --> 00:03:12.080
I've seen them go from the student that was very difficult to deal with to the student that was a model student.
00:03:12.639 --> 00:03:20.719
It's really a rewarding job in order to see a child go from one point to another.
00:03:21.199 --> 00:03:32.719
One of the misconceptions of autism is that the student is unable to learn, and that is not true.
00:03:33.520 --> 00:03:41.599
The students might have a harder time learning in a traditional fashion, but they are more than capable of learning.
00:03:41.919 --> 00:04:15.759
Some students that have ASD are very intelligent and they succeed far beyond some of the goals that other gen ed students would, but they might have an issue with behavior, they might have an issue with learning how to ask for help or becoming overwhelmed and throwing things, and a lot of people don't see that as them being able to learn, but they are able to learn.
00:04:16.160 --> 00:04:28.399
Matter of fact, a lot of them have, especially when it's one field, they have the knowledge of all the details of that one thing that they really love.
00:04:28.879 --> 00:04:44.319
One other misconception is that you can you can discipline them, and you're not disciplining them enough, or you can discipline disability out of them, if you will.
00:04:59.360 --> 00:05:08.720
I see a lot of times where the teachers have a hard time with getting students diagnosed.
00:05:09.040 --> 00:05:20.959
There's a stigma behind getting diagnosed, and it's really important that a student gets diagnosed early enough so that they can succeed throughout school.
00:05:21.279 --> 00:05:40.879
So my encouragement is for both parents and loved ones that if you see that there are signs, um, whether it be social signs that they are having a hard time communicating with someone their age, or they are info dumping, if you will.
00:05:41.040 --> 00:05:45.040
That's a very big thing with um children with ASD.
00:05:45.199 --> 00:05:48.240
They find one subject and they can info dump, if you will.
00:05:48.480 --> 00:05:51.920
But if you start seeing those signs, get them diagnosed.
00:05:52.240 --> 00:06:01.839
The big issue with it, I do believe, is that a lot of people believe that if they don't diagnose them, they won't be labeled.
00:06:02.160 --> 00:06:15.279
But what will happen is you'll have a student who is suffering and could have a whole bunch of resources available to them, but they're not able to get those resources because they're not diagnosed.
00:06:15.439 --> 00:06:26.160
So it's so important for parents to work with not only the educators, but work with, you know, with others around them.
00:06:26.319 --> 00:06:32.879
If they start to notice those things, they should work with the people around them who are willing to support them.
00:06:33.120 --> 00:06:41.439
As a para, we are responsible for aiding your students, um, aiding the students in the school system.
00:06:41.839 --> 00:06:50.959
Um, we don't do the paperwork, we actually don't have the means to communicate with the parents all the time.
00:06:51.120 --> 00:06:52.959
Um, that's usually the teacher.
00:06:53.120 --> 00:07:01.199
We we are specifically there to aid the student in the required IEP and BIP um goals that they have.
00:07:01.439 --> 00:07:08.639
A lot of times people think because of that, parents are are almost like teachers, but they're not.
00:07:09.040 --> 00:07:20.800
Um they are actually underteachers, and the teachers are the ones who are helping the paras help the student learn how to do the things they need to do.
00:07:20.959 --> 00:07:23.680
We are supposed to be there as a support though.
00:07:23.920 --> 00:07:36.480
Um, one of the things I've learned about my students with ASD is that they are very communicate, they communicate very well.
00:07:36.879 --> 00:07:41.199
Um they they communicate, they just communicate in a different way.
00:07:41.519 --> 00:07:49.199
So, you know, maybe it's gesturing or maybe it's ASL or how or using a talker device is as we call it.
00:07:49.360 --> 00:07:56.319
Um, if you're patient with them and allow them to lead you to what they want, they will communicate with you.
00:07:56.560 --> 00:08:04.160
A lot of times people see that behaviors, bad behaviors, they see that as a sign of a bad student.
00:08:04.639 --> 00:08:24.319
When that's not the case, oftentimes when there are behaviors, there is something attached to that behavior, whether it be a need not being met or then not wanting to do something, you have to figure out as a parent and as even a parer or a teacher what that need is.
00:08:24.959 --> 00:08:31.680
So we ask, we ask the questions, we we ask them, do what do you need?
00:08:31.920 --> 00:08:34.879
We try to teach them to ask for what they want.
00:08:35.120 --> 00:08:36.799
Show me what you want.
00:08:37.039 --> 00:08:48.879
Um, because they are they can't communicate, they are not only capable of communicating, but they do it rather effectively, and they expect you to listen.
00:08:49.200 --> 00:08:54.879
One of the most beautiful parts about my job is seeing success stories.
00:08:55.120 --> 00:09:30.720
We work with kids that have various disabilities, um, not just ASD, but there are many other aspects of it, whether it be some who struggle with working memory, or some who struggle with speaking and social interaction, um, or some who are what we call level three, and they are not really as independent as say a one or two would be, um, as far as autism is concerned.
00:09:31.120 --> 00:09:34.240
And we also work with students with AH, ADHD.
00:09:35.039 --> 00:09:40.720
So one of the things that I've loved about this job is seeing the success stories.
00:09:40.879 --> 00:09:48.080
Um, one of my favorite success stories from this year is we had a young man who had working memory issues.
00:09:48.240 --> 00:09:56.159
I mean, one minute we would say we would tell him something, and the next minute he would forget it, and we would have to repeat it again.
00:09:56.320 --> 00:10:05.039
Um, but by the end of the year, we saw a shift, and he started remembering all of these things.
00:10:05.279 --> 00:10:22.879
I am in charge of the ELA and social studies portion of the class, and I started seeing him remember all of the parts of government, I started seeing him rattle off facts about voting.
00:10:23.039 --> 00:10:34.639
I started seeing so many different things and growth, and his working memory became way better at the um towards the end of the year.
00:10:34.960 --> 00:10:46.879
The other thing I love is that or the other success story, if you will, is when I had the opportunity to see the students learn presidents.
00:10:47.200 --> 00:10:54.000
I personally am not one who knew all the presidents, not even the first 10.
00:10:54.240 --> 00:11:06.720
Um, but this year I watched as students who most people don't realize have the ability to do so, but they memorize to at least 10 presidents.
00:11:07.039 --> 00:11:11.279
And they are in all actuality, remember rough, memorize all of them.
00:11:11.440 --> 00:11:14.000
So those are just a few success stories.
00:11:14.320 --> 00:11:22.240
As far as our life skills are concerned, um, it's a really big part of our goals for the students.
00:11:22.480 --> 00:11:25.200
We want them to be as independent as possible.
00:11:25.360 --> 00:11:27.840
We don't know what tomorrow might hold for them.
00:11:28.080 --> 00:11:35.200
They might be the next um race car driver or they might be the next astronaut.
00:11:35.360 --> 00:11:43.440
We don't know what they have in store for their future, but one thing we do know is daily living is a must.
00:11:43.679 --> 00:11:49.519
So one of the things that we try to make sure they know how to do is life skills.
00:11:49.679 --> 00:12:11.600
Um, this year we worked on sewing with a young girl and she learned how to sew and mend things, and so throughout the school, we were able to gather shirts and plushies and all kinds of things to help her learn how to sew, and at the end of the year, she succeeded very well.
00:12:12.080 --> 00:12:23.600
Um, but we also teach them basic stuff like brushing your teeth or combing your hair, folding clothes, and even cooking in the microwave.
00:12:24.240 --> 00:12:31.279
These things are necessary for students with ASD because we don't know their situation at home.
00:12:31.519 --> 00:12:34.320
Sometimes they might be left alone and they're hungry.
00:12:34.480 --> 00:12:45.919
They need to know how to open those cookies, they need to know how to cook in the microwave, they need to know how to do their laundry and fold clothes just to help out parents at the house.
00:12:46.159 --> 00:12:50.399
So we try to incorporate as much life skills as possible.
00:12:50.799 --> 00:12:58.320
But also with life skills, one of the life skills that we have taught is learning how to use manners and learning how to ask.
00:12:58.480 --> 00:13:03.519
We're really big on that because if you can't do it, then it's always a way.
00:13:03.679 --> 00:13:08.399
And so we try to teach them that there is a way, but sometimes it requires you to ask.
00:13:08.720 --> 00:13:19.039
My inspiration for working with students with um special needs is my own struggles that I had growing up.
00:13:19.519 --> 00:13:24.639
Um, because I was diagnosed, however, we didn't receive the help.
00:13:24.960 --> 00:13:28.799
So I would like to encourage others.
00:13:29.120 --> 00:13:41.039
When you meet someone that may not seem to be doing the things that you think are what you consider status quo normal, be kind, be patient, be friendly.
00:13:41.279 --> 00:13:45.759
Some struggles aren't seen from the outside.
00:13:46.559 --> 00:13:50.240
Um, they're really more than skin deep.
00:13:50.399 --> 00:13:56.879
You don't know what that person is going through, and you could be the one to help them push past what they are struggling with.
00:13:57.120 --> 00:14:02.320
Thank you so much, and you be encouraged and have a good day.
00:00:04.639 --> 00:00:10.720
The whole goal is for us to help the child become more independent.
00:00:10.960 --> 00:00:14.880
The real goal of a pair is for the student to become independent.
00:00:15.119 --> 00:00:19.199
We want them to be able to learn how to ask for the help that they need.
00:00:21.760 --> 00:00:26.800
Hi, my name is Jaya Shelton and I am a paraprofessional.
00:00:26.960 --> 00:00:35.280
I would like to take you through a journey of my daily life, if you will, as a paraprofessional and helping kids in the school system.
00:00:36.079 --> 00:00:39.359
It's been such a rewarding experience.
00:00:39.679 --> 00:00:53.600
Every day we help them set rules and teach them the things that they need to succeed, like life skills, and we're able to just assist them with everyday learning and need.
00:00:53.840 --> 00:01:07.120
So from day to day, a paraprofessional, we are assigned to certain students or to a classroom to assist students' needs, whether that be from learning and helping them in the classroom learn concepts a little better.
00:01:07.280 --> 00:01:11.760
Maybe they aren't able to pick up on a large group setting.
00:01:11.920 --> 00:01:18.719
So we're there to help them with their with understanding the concepts of what the teacher is teaching.
00:01:18.879 --> 00:01:24.319
We are also there to help them with social cues and social needs.
00:01:24.560 --> 00:01:29.920
The whole goal is for us to help the child become more independent.
00:01:30.159 --> 00:01:42.000
A lot of misconceptions about a parent is that we are to follow them throughout the rest of their schools, school, schooling as far as going from grade to grade with them.
00:01:42.239 --> 00:01:48.159
A lot of times, with the help of the teacher and the para, the students end up being independent.
00:01:48.400 --> 00:02:00.000
We're supposed to help them in the areas that the IEPs, um, which is their individual plans, or their BIPs, which is their behavior plans, are to our set.
00:02:00.159 --> 00:02:00.959
They're set.
00:02:01.200 --> 00:02:04.560
We're supposed to help them with their IEPs and BIP goals.
00:02:04.879 --> 00:02:11.280
So as a para, we are often seen as what you consider the friend of the student.
00:02:11.360 --> 00:02:15.120
But the real goal of a para is for the student to become independent.
00:02:15.280 --> 00:02:22.639
We want them to be able to learn how to ask for the help that they need, whether it be from peers or whether it be from their teacher.
00:02:22.960 --> 00:02:37.039
We want to see them learn how to communicate and play with their student with the other students and learn how to do the basic things that they need in order to succeed in the classroom themselves.
00:02:37.280 --> 00:03:02.879
I've seen a lot of success throughout my career as a para, and I've seen students who were selected mutes start to interact and communicate with other students, or students who were on BIPs and um and other IEP goals for behavior and education.
00:03:02.960 --> 00:03:12.080
I've seen them go from the student that was very difficult to deal with to the student that was a model student.
00:03:12.639 --> 00:03:20.719
It's really a rewarding job in order to see a child go from one point to another.
00:03:21.199 --> 00:03:32.719
One of the misconceptions of autism is that the student is unable to learn, and that is not true.
00:03:33.520 --> 00:03:41.599
The students might have a harder time learning in a traditional fashion, but they are more than capable of learning.
00:03:41.919 --> 00:04:15.759
Some students that have ASD are very intelligent and they succeed far beyond some of the goals that other gen ed students would, but they might have an issue with behavior, they might have an issue with learning how to ask for help or becoming overwhelmed and throwing things, and a lot of people don't see that as them being able to learn, but they are able to learn.
00:04:16.160 --> 00:04:28.399
Matter of fact, a lot of them have, especially when it's one field, they have the knowledge of all the details of that one thing that they really love.
00:04:28.879 --> 00:04:44.319
One other misconception is that you can you can discipline them, and you're not disciplining them enough, or you can discipline disability out of them, if you will.
00:04:59.360 --> 00:05:08.720
I see a lot of times where the teachers have a hard time with getting students diagnosed.
00:05:09.040 --> 00:05:20.959
There's a stigma behind getting diagnosed, and it's really important that a student gets diagnosed early enough so that they can succeed throughout school.
00:05:21.279 --> 00:05:40.879
So my encouragement is for both parents and loved ones that if you see that there are signs, um, whether it be social signs that they are having a hard time communicating with someone their age, or they are info dumping, if you will.
00:05:41.040 --> 00:05:45.040
That's a very big thing with um children with ASD.
00:05:45.199 --> 00:05:48.240
They find one subject and they can info dump, if you will.
00:05:48.480 --> 00:05:51.920
But if you start seeing those signs, get them diagnosed.
00:05:52.240 --> 00:06:01.839
The big issue with it, I do believe, is that a lot of people believe that if they don't diagnose them, they won't be labeled.
00:06:02.160 --> 00:06:15.279
But what will happen is you'll have a student who is suffering and could have a whole bunch of resources available to them, but they're not able to get those resources because they're not diagnosed.
00:06:15.439 --> 00:06:26.160
So it's so important for parents to work with not only the educators, but work with, you know, with others around them.
00:06:26.319 --> 00:06:32.879
If they start to notice those things, they should work with the people around them who are willing to support them.
00:06:33.120 --> 00:06:41.439
As a para, we are responsible for aiding your students, um, aiding the students in the school system.
00:06:41.839 --> 00:06:50.959
Um, we don't do the paperwork, we actually don't have the means to communicate with the parents all the time.
00:06:51.120 --> 00:06:52.959
Um, that's usually the teacher.
00:06:53.120 --> 00:07:01.199
We we are specifically there to aid the student in the required IEP and BIP um goals that they have.
00:07:01.439 --> 00:07:08.639
A lot of times people think because of that, parents are are almost like teachers, but they're not.
00:07:09.040 --> 00:07:20.800
Um they are actually underteachers, and the teachers are the ones who are helping the paras help the student learn how to do the things they need to do.
00:07:20.959 --> 00:07:23.680
We are supposed to be there as a support though.
00:07:23.920 --> 00:07:36.480
Um, one of the things I've learned about my students with ASD is that they are very communicate, they communicate very well.
00:07:36.879 --> 00:07:41.199
Um they they communicate, they just communicate in a different way.
00:07:41.519 --> 00:07:49.199
So, you know, maybe it's gesturing or maybe it's ASL or how or using a talker device is as we call it.
00:07:49.360 --> 00:07:56.319
Um, if you're patient with them and allow them to lead you to what they want, they will communicate with you.
00:07:56.560 --> 00:08:04.160
A lot of times people see that behaviors, bad behaviors, they see that as a sign of a bad student.
00:08:04.639 --> 00:08:24.319
When that's not the case, oftentimes when there are behaviors, there is something attached to that behavior, whether it be a need not being met or then not wanting to do something, you have to figure out as a parent and as even a parer or a teacher what that need is.
00:08:24.959 --> 00:08:31.680
So we ask, we ask the questions, we we ask them, do what do you need?
00:08:31.920 --> 00:08:34.879
We try to teach them to ask for what they want.
00:08:35.120 --> 00:08:36.799
Show me what you want.
00:08:37.039 --> 00:08:48.879
Um, because they are they can't communicate, they are not only capable of communicating, but they do it rather effectively, and they expect you to listen.
00:08:49.200 --> 00:08:54.879
One of the most beautiful parts about my job is seeing success stories.
00:08:55.120 --> 00:09:30.720
We work with kids that have various disabilities, um, not just ASD, but there are many other aspects of it, whether it be some who struggle with working memory, or some who struggle with speaking and social interaction, um, or some who are what we call level three, and they are not really as independent as say a one or two would be, um, as far as autism is concerned.
00:09:31.120 --> 00:09:34.240
And we also work with students with AH, ADHD.
00:09:35.039 --> 00:09:40.720
So one of the things that I've loved about this job is seeing the success stories.
00:09:40.879 --> 00:09:48.080
Um, one of my favorite success stories from this year is we had a young man who had working memory issues.
00:09:48.240 --> 00:09:56.159
I mean, one minute we would say we would tell him something, and the next minute he would forget it, and we would have to repeat it again.
00:09:56.320 --> 00:10:05.039
Um, but by the end of the year, we saw a shift, and he started remembering all of these things.
00:10:05.279 --> 00:10:22.879
I am in charge of the ELA and social studies portion of the class, and I started seeing him remember all of the parts of government, I started seeing him rattle off facts about voting.
00:10:23.039 --> 00:10:34.639
I started seeing so many different things and growth, and his working memory became way better at the um towards the end of the year.
00:10:34.960 --> 00:10:46.879
The other thing I love is that or the other success story, if you will, is when I had the opportunity to see the students learn presidents.
00:10:47.200 --> 00:10:54.000
I personally am not one who knew all the presidents, not even the first 10.
00:10:54.240 --> 00:11:06.720
Um, but this year I watched as students who most people don't realize have the ability to do so, but they memorize to at least 10 presidents.
00:11:07.039 --> 00:11:11.279
And they are in all actuality, remember rough, memorize all of them.
00:11:11.440 --> 00:11:14.000
So those are just a few success stories.
00:11:14.320 --> 00:11:22.240
As far as our life skills are concerned, um, it's a really big part of our goals for the students.
00:11:22.480 --> 00:11:25.200
We want them to be as independent as possible.
00:11:25.360 --> 00:11:27.840
We don't know what tomorrow might hold for them.
00:11:28.080 --> 00:11:35.200
They might be the next um race car driver or they might be the next astronaut.
00:11:35.360 --> 00:11:43.440
We don't know what they have in store for their future, but one thing we do know is daily living is a must.
00:11:43.679 --> 00:11:49.519
So one of the things that we try to make sure they know how to do is life skills.
00:11:49.679 --> 00:12:11.600
Um, this year we worked on sewing with a young girl and she learned how to sew and mend things, and so throughout the school, we were able to gather shirts and plushies and all kinds of things to help her learn how to sew, and at the end of the year, she succeeded very well.
00:12:12.080 --> 00:12:23.600
Um, but we also teach them basic stuff like brushing your teeth or combing your hair, folding clothes, and even cooking in the microwave.
00:12:24.240 --> 00:12:31.279
These things are necessary for students with ASD because we don't know their situation at home.
00:12:31.519 --> 00:12:34.320
Sometimes they might be left alone and they're hungry.
00:12:34.480 --> 00:12:45.919
They need to know how to open those cookies, they need to know how to cook in the microwave, they need to know how to do their laundry and fold clothes just to help out parents at the house.
00:12:46.159 --> 00:12:50.399
So we try to incorporate as much life skills as possible.
00:12:50.799 --> 00:12:58.320
But also with life skills, one of the life skills that we have taught is learning how to use manners and learning how to ask.
00:12:58.480 --> 00:13:03.519
We're really big on that because if you can't do it, then it's always a way.
00:13:03.679 --> 00:13:08.399
And so we try to teach them that there is a way, but sometimes it requires you to ask.
00:13:08.720 --> 00:13:19.039
My inspiration for working with students with um special needs is my own struggles that I had growing up.
00:13:19.519 --> 00:13:24.639
Um, because I was diagnosed, however, we didn't receive the help.
00:13:24.960 --> 00:13:28.799
So I would like to encourage others.
00:13:29.120 --> 00:13:41.039
When you meet someone that may not seem to be doing the things that you think are what you consider status quo normal, be kind, be patient, be friendly.
00:13:41.279 --> 00:13:45.759
Some struggles aren't seen from the outside.
00:13:46.559 --> 00:13:50.240
Um, they're really more than skin deep.
00:13:50.399 --> 00:13:56.879
You don't know what that person is going through, and you could be the one to help them push past what they are struggling with.
00:13:57.120 --> 00:14:02.320
Thank you so much, and you be encouraged and have a good day.
