Paraeducator Preparation Guidelines
About Our Paraeducator Preparation Guidelines
Performing tasks prescribed and supervised by a fully licensed special education professional, paraeducators deliver individualized services to individuals with exceptionalities across a wide variety of settings, including general education classes, community-based functional learning sites, and just about everywhere that a special education professional can be found. Paraeducators may work with an entire classroom of students or may be assigned to work one-on-one with a student with exceptionalities.
To ensure that paraeducators have the required skills for their expanded roles, the Council for Exceptional Children (CEC), in collaboration with the National Resource Center for Paraeducators (NRCP), developed and validated the Specialty Set of Knowledge and Skills for Paraeducators in Special Education, the essential knowledge and skills that paraeducators serving individuals with exceptionalities should possess.
We also validated an additional set of knowledge and skills for paraeducators interveners who serve individuals with deafblindness.
Special Education Paraeducator Guidelines
Preparation Standard 1: Learner Development and Individual Learning Differences
| Knowledge | |
|---|---|
| PCCG.1.K1 | Typical and atypical human growth and development |
| PCCG.1.K2 | Similarities and differences of individuals with and without exceptionalities and among individuals with exceptionalities |
| PCCG.1.K3 | Educational implications of characteristics of various exceptionalities |
| PCCG.1.K4 | Family systems and the role of families in supporting development |
| PCCG.1.K5 | Role of families in the educational process |
| PCCG.1.K6 | Effect of exceptionalities on individuals, families, and society |
| PCCG.1.K7 | Common concerns of families of individuals with exceptionalities |
| PCCG.1.K8 | Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction |
| PCCG.1.K9 | Effect of culture and the contributions of culturally diverse groups |
| PCCG.1.K10 | Characteristics of one’s own culture and use of language, and how these may differ from individuals with exceptionalities from other cultures |
| PCCG.1.K11 | Effect of speech and language development on academic and nonacademic learning of individuals with exceptionalities |
| PCCG.1.K12 | Implications of language levels for individuals with exceptionalities learning the dominant language |
| PCCG.1.K13 | Implications of cultural differences in verbal and nonverbal communication |
| Skills | |
|---|---|
| PCCG.1.S1 | Demonstrate respect and appreciation for differences in values, languages, and customs among home, school, and community |
| PCCG.1.S2 | Implement concepts associated with disability rights, normalization, and inclusive practices |
| PCCG.1.S3 | Access credible resources to extend and expand understanding of exceptionalities |
Preparation Standard 2: Learning Environments
| Knowledge | |
|---|---|
| PCCG.2.K1 | Purposes of supports and services for individuals with exceptionalities |
| PCCG.2.K2 | Rights and responsibilities of individuals with exceptionalities and other stakeholders related to exceptionalities |
| PCCG.2.K3 | Eligibility categories for special education and supports and services typically associated with each category |
| PCCG.2.K4 | Rules and procedural safeguards regarding behavioral support of individuals with exceptionalities |
| PCCG.2.K5 | Communicative intent of behaviors |
| PCCG.2.K6 | Importance of the paraeducator serving as a positive model for individuals with exceptionalities |
| Skills | |
|---|---|
| PCCG.2.S1 | Facilitate the integration of individuals with exceptionalities into various settings as determined by the instructional team |
| PCCG.2.S2 | Facilitate friendships as determined by the instructional team |
| PCCG.2.S3 | Use knowledge of individual’s strengths and interests to encourage engagement in varied school and community activities as determined by the instructional team |
| PCCG.2.S4 | Provide least intrusive level of support based on the demands of the learning environment as determined by the instructional team |
| PCCG.2.S5 | Use routines and procedures to facilitate transitions as determined by the instructional team |
| PCCG.2.S6 | Promote choice and voice of individuals with exceptionalities in building classroom communities as determined by the instructional team |
| PCCG.2.S7 | Support safe, equitable, positive, and supportive learning environments in which diversities are valued as determined by the instructional team |
| PCCG.2.S8 | Establish and maintain rapport with learners |
| PCCG.2.S9 | Adapt physical environment to provide optimal learning opportunities as determined by the instructional team |
| PCCG.2.S10 | Implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior as determined by the instructional team |
| PCCG.2.S11 | Promote self-advocacy and independence as determined by the instructional team |
| PCCG.2.S12 | Use universal precautions to assist in maintaining a safe, healthy learning environment |
| PCCG.2.S13 | Protect the health and safety of individuals with exceptionalities |
| PCCG.2.S14 | Support individuals with exceptionalities by modeling and facilitating the use of collaborative problem solving and conflict management |
| PCCG.2.S15 | Implement active supervision when responsible for non-instructional groups as determined by the instructional team |
| PCCG.2.S16 | Use strategies as determined by the instructional team in a variety of settings to assist in the development of social skills |
| PCCG.2.S17 | Support individuals with exceptionalities in following prescribed classroom routines as determined by the instructional team |
| PCCG.2.S18 | Use strategies that promote successful transitions for individuals with exceptionalities as determined by the instructional team |
| PCCG.2.S19 | Use a variety of positive behavioral supports to enhance an individual’s active participation in activities as determined by the instructional team |
Preparation Standard 3: Curricular Content Knowledge
| Knowledge | |
|---|---|
| PCCG.3.K1 | Individual learner characteristics as the primary basis for instructional decision making, rather than disability categories or educational placement |
| PCCG.3.K2 | Purpose of individual plans relative to general education curriculum |
| Skills | |
|---|---|
| PCCG.3.S1 | Demonstrate proficiency in academics including oral and written communication, literacy, and mathematical skills appropriate to the assignment |
| PCCG.3.S2 | Use basic educational terminology |
| PCCG.3.S3 | Implement levels of support appropriate to academic and social-emotional needs of individuals with exceptionalities as determined by the instructional team |
| PCCG.3.S4 | Adapt instructional strategies and materials as determined by the instructional team |
| PCCG.3.S5 | Make responsive adjustments to instruction consistent with professional development guidelines as determined by the instructional team |
Preparation Standard 4: Assessment
| Knowledge | |
|---|---|
| PCCG.4.K1 | Purposes of assessment |
| Skills | |
|---|---|
| PCCG.4.S1 | Record information in various formats as determined by the instructional team |
| PCCG.4.S2 | Assist in collecting and providing objective, accurate information for the instructional team |
Preparation Standard 5: Instructional Planning and Strategies
| Knowledge | |
|---|---|
| PCCG.5.K1 | Concept of evidence-based practice |
| Skills | |
|---|---|
| PCCG.5.S1 | Follow written plans, seeking clarification as needed |
| PCCG.5.S2 | Prepare and organize materials to support teaching and learning as determined by the instructional team |
| PCCG.5.S3 | Use instructional strategies and materials as determined by the instructional team |
| PCCG.5.S4 | Match communication methods to individual’s language proficiency as determined by the instructional team |
| PCCG.5.S5 | Use age- and ability-appropriate instructional strategies, technology, and materials for individuals with exceptionalities as determined by the instructional team |
| PCCG.5.S6 | Use instructional time effectively |
| PCCG.5.S7 | Modify pace of instruction and provide organizational cues as determined by the instructional team |
| PCCG.5.S8 | Support the use of learning strategies and study skills to promote acquisition of academic content as determined by the instructional team |
| PCCG.5.S9 | Reteach and reinforce essential concepts and content across the general education curriculum as determined by the instructional team |
| PCCG.5.S10 | As determined by the instructional team, use strategies to facilitate maintenance and generalization of skills |
| PCCG.5.S11 | Use an individual’s responses and errors, especially a pattern of errors, to guide next instructional steps and provide ongoing feedback as determined by the instructional team |
| PCCG.5.S12 | Support individuals with exceptionalities’ use of self-assessment, problem-solving, and other cognitive strategies as determined by the instructional team |
| PCCG.5.S13 | Use strategies to promote the individual’s positive sense of identity, self-control, and selfreliance as determined by the instructional team |
| PCCG.5.S14 | Support the development of oral and written communication by reinforcing language and speech skills of individuals with exceptionalities as determined by the instructional team |
| PCCG.5.S15 | Support individuals with exceptionalities in the effective use of vocabulary in multiple environments as determined by the instructional team |
| PCCG.5.S16 | Support the use of strategies with individuals with exceptionalities to remember verbal and written directions as determined by the instructional team |
| PCCG.5.S17 | Support the acquisition and use of learning strategies to enhance literacy of individuals with exceptionalities as determined by the instructional team |
| PCCG.5.S18 | Support individuals with exceptionalities in the maintenance and generalization of strategies for effective oral and written communication across environments as determined by the instructional team |
| PCCG.5.S19 | Support individuals with exceptionalities in their use of augmentative and alternative communication skills and other assistive technology as determined by the instructional team |
| PCCG.5.S20 | Use and maintain educational and assistive technology for individuals with exceptionalities as determined by the instructional team |
Preparation Standard 6: Professional Learning and Ethical Practice
| Knowledge | |
|---|---|
| PCCG.6.K1 | Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service |
| PCCG.6.K2 | Personal and cultural biases and differences that affect one’s practice |
| PCCG.6.K3 | Principles that guide ethical practice |
| PCCG.6.K4 | Professional growth opportunities for continued learning |
| Skills | |
|---|---|
| PCCG.6.S1 | Practice within the limits of the defined paraeducator role |
| PCCG.6.S2 | Practice within one’s skill limits and obtain assistance as needed |
| PCCG.6.S3 | Practice with competence, integrity, and sound judgment |
| PCCG.6.S4 | Maintain the dignity, privacy, and confidentiality of all individuals with exceptionalities, families, and school employees |
| PCCG.6.S5 | Use local policies for confidential communication about team practices |
| PCCG.6.S6 | Conduct activities in compliance with applicable laws and policies |
| PCCG.6.S7 | Implement legal and ethical practices in behavioral interventions as determined by the instructional team |
| PCCG.6.S8 | Report suspected child abuse, suicidal ideation, and dangerous behaviors as required by law, policies, and local procedures |
| PCCG.6.S9 | Reflect on one’s performance to improve practice |
| PCCG.6.S10 | Request and use feedback from supervising professionals |
Preparation Standard 7: Collaboration
| Knowledge | |
|---|---|
| PCCG.7.K1 | Purposes of collaborative teams |
| PCCG.7.K2 | Roles and relationships of paraeducators and other stakeholders on the instructional team |
| Skills | |
|---|---|
| PCCG.7.S1 | Recognize the role of the teacher as leader of the instructional team |
| PCCG.7.S2 | Follow chain of command to address policy questions, system issues, and personnel practices |
| PCCG.7.S3 | Respect role differences of teachers, paraeducators, and other professional practitioners |
| PCCG.7.S4 | Forge respectful relationships with teachers, colleagues, and family members |
| PCCG.7.S5 | Communicate effectively with stakeholders as determined by the instructional team |
| PCCG.7.S6 | Provide accurate and timely information about individuals with exceptionalities to individuals who have the need and the right to know as determined by the instructional team |
| PCCG.7.S7 | Participate actively in conferences and team meetings |
Download the Special Education Paraeducator Preparation Guidelines
Download the Special Education Paraeducator Intervener Guidelines for Individuals With Deafblindness (PDBI)