1

1R

1a

1aR

1b

1bR

1c

1cR

1d

1dR

2

2R

Introduction

In Unit 3, you will gain an understanding and become familiar with basic strategies and techniques that are used to support students with DCD. These strategies include how to use and maintain adaptive equipment and how to assist students with mobility, self-care, health, safety, and personal support needs. Communications systems and basic emergency and accident procedures will also be reviewed.

In Lesson 1 and the related concepts for that lesson, you will learn the following four key activities for supporting students with DCD:

• Supporting social competence;
• Supporting physical, health, and mobility needs;
• Supporting academic and educational skills; and
• Supporting a safe place for students to learn.

In Lesson 2, you will learn the definition of assistive technology and how students with DCD may benefit from the use of assistive technology devices. In addition, you will learn the roles of the paraprofessional and other education team members in understanding the need for, the use of, and the support required for assistive technology and adaptive equipment for students with DCD. Lesson 2 also has a facilitated activity that focuses on the development of resources for a student with DCD and applies the knowledge and understanding gained from this unit.

Unit Objectives

Upon completion of this unit, you will be able to:

• Describe basic strategies and techniques that support students with DCD.
• Discuss the role the paraprofessional plays in providing assistance for modifying and adapting the classroom environment and instruction for students with DCD who also have health conditions.
• Discuss the role the paraprofessional plays in helping students use assistive technologies and adaptive equipment.

References  

Minnesota Department of Education. (2004). Promising practices for the identification of individuals with development disabilities (draft) (Developmental Cognitive Disability Manual). Retrieved March 21, 2007, from http://www.nesc.k12.mn.us/special_ed/manuals/ 

A portion of the information is used with permission from:

Institute on Community Integration. (n.d.). Para eLink Core Competency Area 3: Assessment, Diagnosis, and Evaluation, Unit 3.1, Introduction to Evaluation. Minneapolis: University of Minnesota. Retrieved June 27, 2006, from http://ici2.umn.edu/elink/3k1b/c3k1b_1.html

Institute on Community Integration. (n.d.). Para eLink Core Competency Area 3: Assessment, Diagnosis, and Evaluation; Core Competency Area 4: Instructional Content and Practice; and Core Competency Area 5: Supporting the Teaching and Learning Environment. Minneapolis: University of Minnesota. Retrieved June 27, 2006, from http://ici2.umn.edu/elink/general/c3_units.html, http://ici2.umn.edu/elink/general/c4_units.html, and http://ici2.umn.edu/elink/general/c5_units.html

Minnesota assistive technology manual.

http://education.state.mn.us/mde/Learning_Support/Special_Education/Evaluation_Program_Planning_Supports/Assistive_Technology/AT_Resources/

Parents, Let's Unite for Kids (PLUK) and Federation for Children with Special Needs. Family guide to assistive technology. http://www.pluk.org/AT1.html

A portion of the information was used with permission:

Institute on Community Integration. (n.d.). Para eLink Core Competency Area 5: Supporting the Teaching and Learning Environment, Unit 2: Lesson 4: Role of the Paraprofessional. Minneapolis: University of Minnesota. Retrieved June 30, 2006, from http://ici2.umn.edu/elink/5k2c/c5k2c_4.html

The Para eLink is sponsored by the Minnesota Paraprofessional Consortium, in collaboration with the Minnesota Department of Education, located at the Institute on Community Integration in the College of Education and Human Development at the University of Minnesota.

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