Paraprofessional works in Addison school to help kids with special needs
Paula Miller was a typical stay-at-home mom raising a daughter, Vicki, after working for five years as an elementary teacher.
While Vicki lived at home, Miller worked in day care so she could spend more time with her. When her daughter moved on to college, Miller began her search for a more fulfilling job in education.
She accessed her options as a one-time teacher and decided the best way to get back into the school system was as a substitute.
She first subbed at the Ardmore Elementary preschool in Addison. She was hired to improve the reading skills of slower learning children and enjoyed the work tremendously. But then an epiphany occurred with the help of her daughter.
During one summer's break from college, Miller's daughter was working as a counselor at a camp for kids with intellectual disabilities. She told her mother, "Mom, you would not believe how they treat these kids ... it's terrible."
That day solidified Miller's resolve to help children with disabilities as much as possible. She became a paraprofessional.
Paraprofessional is a fairly new term in the education field. Also known as a para-pro, educational assistant or teacher's aide, the paraprofessional has responsibility for specialized assistance to students.
With a teaching certificate, paraprofessional approval is granted from the Illinois Regional Office of Education. Without a certificate, an associate degree or passing a state parapro assessment test is required.
A paraprofessional assists special education students with mild to moderate learning disabilities. Some students are served in their normal classrooms with a parapro. This is called a "push-in." A "pullout" occurs when a student is pulled out of class and sent to a Learning Resource Center, which is a separate room designated by the school.
LRC students have a variety of disabilities such as specific learning disabilities, behavioral disabilities, or autism spectrum disorders.
The student's Individual Education Plan becomes the guiding outline parapros follow. A fine line is walked supporting students out of need, not out of habit. The parapros must ask themselves, "Can I aide, then fade?" allowing the student to work on his/her own.
Parapros are a resource for the classroom and must guard against becoming attached to one particular student.
"I am the eyes and ears for the teacher," Miller said.
The parapro's main role is to collaborate and communicate effectively with teachers and parents, giving feedback and suggesting modifications to the IEP as the student improves in certain academic areas. Additional responsibilities may include leading small group discussions, gathering materials for the student's lessons, or offering study help for upcoming tests.
Since the epiphany moment in 2007, Miller has held various parapro positions within Addison Elementary District 4, including Stone and Fullerton schools. She has also worked with various age groups from kindergarten to fifth grade. She is now working for Wesley Elementary at the first-grade level.
"I do this for the love of the children, not for the money," Miller said.