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HIGHLY QUALIFIED TEACHERS - Regulations

13. Describe personnel qualifications regarding related services personnel and paraprofessionals.

The qualifications under 34 CFR 300.156(a) [see “Establishes the responsibility of the SEA for personnel qualifications” in this document] must include qualifications for related services personnel and paraprofessionals that:
  • Are consistent with any State-approved or State-recognized certification, licensing, registration, or other comparable requirements that apply to the professional discipline in which those personnel are providing special education or related services;
  • Ensure that related services personnel who deliver services in their discipline or profession meet the requirements of 34 CFR 300.156(b)(1) [see prior bullet] and have not had certification or licensure requirements waived on an emergency, temporary or provisional basis; and
  • Allow paraprofessionals and assistants who are appropriately trained and supervised, in accordance with State law, regulation or written policy, in meeting the requirements of Part 300 to be used to assist in the provision of special education and related services under Part 300 to children with disabilities.

[34 CFR 300.156(b)] [20 U.S.C. 1412(a)(14)(B)]

Dialogue Starter - Cross-stakeholder


This provision addresses related service providers not trained under teacher or educator licensure, but licensure under Occupational Therapy, Physical Therapy, Psychologists, Speech and Language Therapists, etc. (roles that have a clinical licensing procedures) and paraprofessionals who serve in SPED settings.


Reaction Questions


  1. What job roles are considered to be related service providers?


  2. Do you know how these providers are licensed? How does their clinical training add value in a school setting?


Application Questions


  1. There are at least 2 kinds of paraprofessionals in SPED; those that provide academic supports and those that provide service supports (i.e., medical, mobility). What kind of training and supervision would you recommend for those that provide academic supports?


  2. What kind of training and supervision would you recommend for those that provide service supports (i.e., medical, mobility)?

    Note: To help you think about training for paraprofessionals in academic support roles, you may want to read the information that the Dept of Education has published on the requirements for paraprofessionals working in Title 1 Schools. http://www.ed.gov/policy/elsec/guid/states/index.html#tq


    These questions were developed by the following

    stakeholders working together:

     

    Role: Teacher
    Location: Pennsylvania

    Role: Family
    Location: Georgia

    Role: Teacher
    Location: Florida

    Role: Service Provider
    Location: Kentucky

    Role: Administrator
    Location: Illinois

    Role: Technical Assistance Provider
    Location: California

    Role: Administrator
    Location: Wyoming

    Role: State Education Agency
    Location: Arkansas

    Role: Higher Education
    Location: Florida

    Role: Higher Education
    Location: Pennsylvania