Clinical Field Experience B_ Shadowing a Paraprofessional
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Grand Canyon University *
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562
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Communications
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Jan 9, 2024
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Clinical Field Experience B: Shadowing a Paraprofessional
Ebony Raglin
SPD-558-O500 Moderate to Severe: Care, Collaboration, and Communication
Professor Temple Crutchfield
October 11, 2023
During my observation, I shadowed a special education 1st and 2nd grade
paraprofessional in a moderate to severe special education classroom at Bush Elementary
School. The classroom was tailored to accommodate students with a range of intellectual and
developmental disabilities, including autism spectrum disorder, ADHD, and Down Syndrome.
Pseudonymously, the paraprofessional, Ms. Hicks, primarily worked with three students: student
#1 who has autism and required assistance with communication and sensory regulation, student
#2 who has Down Syndrome and needed support with fine motor skills and social interactions,
and student #3 who has ADHD and struggled with focus and organization.
Ms. Hicks played a vital role in supporting the student’s educational and social needs.
She utilized strategies directed by the teacher, such as implementing individualized education
program (IEP) goals related to communication and fine motor skills. For instance, for student
#1, Ms. Smith used a communication board with pictures and gestures to facilitate her ability to
express her needs and preferences.
Additionally, Ms. Hicks independently employed strategies hones through her experience
and observations. For example, she employed a reward system to motivate student #1 to
complete his tasks. When student #1 successfully completed a task, she praised him and provided
a small reward, like a sticker, which encouraged him to engage more actively in classroom
activities.
In terms of supporting social interactions, Ms. Hicks organized structured group activities
that encouraged collaboration and communication. For instance, she facilitated a group art
project where each student had a role, fostering cooperation and teamwork among the students.
The teacher, Mrs. Keeton, communicated with Ms. Hicks through daily briefing and
regular team meetings. During these discussions, they reviewed the day’s schedule, and shared
updates on students effectively. Communication was crucial in maintaining a consistent approach
and ensuring that the students received appropriate care and attention.
Ms. Hicks also interacted with other stakeholders, including speech therapists,
occupational therapists, and parents. The communication with these professionals wa structured
and adhered to privacy guidelines outlined by the school and district. Information shared was
pertinent to the students’ progress and areas needing support, respecting the students’
confidentiality and privacy.
In conclusion, Ms. Hicks’ role as a paraprofessional in this special education classroom
was instrumental in providing individualized support and fostering a positive learning
environment. The strategies she employed, both directed and based on her experience, were
effective in addressing the diverse needs of the students. Effective communication between Ms.
Hicks and the teacher, as well as collaboration with other stakeholders, played a significant role
in ensuring the students’ success and well-being within the classroom.
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