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Professional Standards: CEC Performance-Based Standards Paraeducators

• Purposes of programs for individuals with exceptional learning needs.
• Basic educational terminology regarding students, programs, roles, and instructional activities.

• Effects an exceptional condition(s) can have on an individual's life.

• Rights and responsibilities of families and children as they relate to individual learning needs.
• Indicators of abuse and neglect.

• Basic instructional and remedial strategies and materials.
• Basic technologies appropriate to individuals with exceptional learning needs.

• Use strategies, equipment, materials, and technologies, as directed, to accomplish instructional objectives.
• Assist in adapting instructional strategies and materials as directed.
• Use strategies as directed to facilitate effective integration into various settings.
• Use strategies that promote the learner's independence as directed.
• Use strategies as directed to increase the individual's independence and confidence.

• Demands of various learning environments.
• Rules and procedural safeguards regarding the management of behaviors of individuals with exceptional learning needs.

• Establish and maintain rapport with learners.
• Use universal precautions and assist in maintaining a safe, healthy learning environment.
• Use strategies for managing behavior as directed.
• Use strategies as directed, in a variety of settings, to assist in the development of social skills.

• Follow written plans, seeking clarification as needed.
• Prepare and organize materials to support teaching and learning as directed.

• Demonstrate basic collection techniques as directed.
• Make and document objective observations as directed.

• Ethical practices for confidential communication about individuals with exceptional learning needs.
• Personal cultural biases and differences that affect one's ability to work with others.

• Perform responsibilities as directed in a manner consistent with laws and policies.
• Follow instructions of the professional.
• Demonstrate problem-solving, flexible thinking, conflict management techniques, and analysis of personal strengths and preferences.
• Act as a role model for individuals with exceptional learning needs.
• Demonstrate commitment to assisting learners in achieving their highest potential.
• Demonstrate the ability to separate personal issues from one's responsibilities as a paraeducator.
• Maintain a high level of competence and integrity
• Exercise objective and prudent judgement.
• Demonstrate proficiency in academic skills, including oral and written communication.
• Engage in activities to increase one's own knowledge and skills.
• Engage in self-assessment.
• Accept and use constructive feedback.
• Demonstrate ethical practices as guided by the CEC Code of Ethics and other standards and policies.

• Common concerns of families of individuals with exceptional learning needs.
• Roles of stakeholders in planning an individualized program.

• Assist in collecting and providing objective, accurate information to professionals.
• Collaborate with stakeholders as directed.
• Foster respectful and beneficial relationships.
• Participate as directed in conferences as members of the educational team.
• Function in a manner that demonstrates a positive regard for the distinctions between roles and responsibilities of paraeducators and those of professionals.