I've always said that my son's progress depended on how good the teachers, aides, and therapists implemented. Sometimes you get good aids, sometimes you get bad ones. Sometimes they train the aides and sometimes they don't.

In the IEP, you can adjust these types of issues in the Modifications section. You can talk about just what level of support is needed. And what type of training is necessary for that support. You can talk about your kids needing "shadow support" in some situations and "teaching support" in others.

Some aides do over prompt. And other aides seem to be asleep. Having the team determine the level of support needed will be important. Be aware that some team members will think this is not a topic for the IEP.... but it is.

My nephew has a one-on-one aide and he is in an inclusion classroom. He is also ID though. The kids DO know he is "different" and needs extra help BUT they are great about it....and are awesome with him. He is in his 2nd year of KG. I am also a Guidance Counselor and help with a lot of IEP's. I would suggest...that the para help others too..in the room....BUT of course...yours would come FIRST if needing extra help. Also, Have the para help ONLY whehn tasks seem hard are too difficult. Tell para to let child "try " first. Hope this helps.

Definitely discuss the level of support needed at the IEP meeting but I have found that most good para's end up working with several students in the class almost blending in. They are able to be with the identified child when needed but move away and work with others when not needed. That way the identified child isn't really signaled out. They can pull small groups and help with social interactions

Thank you Jill! That's exactly the kind of info I need. I'm going to go make notes to take to the meeting.