Special Education Classroom Aide Onboarding Checklist

Special Education Classroom Aide Onboarding Process

Are you looking for help setting up a staff orientation process so that when your new Special Education Classroom Aide starts their role, they can learn about their responsibilities and your company as quickly as possible? Whether you’re keen to use buddy onboarding, want to automate your Education onboarding experience or just need an onboarding checklist for your new Special Education Classroom Aide, you’re in the right place. We’ve put together a sample Special Education Classroom Aide onboarding checklist below and have created onboarding templates & resources to help.

Special Education Classroom Aide Onboarding Checklist

1. Orientation: The new special education classroom aide attends an orientation session to familiarize themselves with the school’s policies, procedures, and mission. This task is typically performed by the school’s administration or human resources department.

2. Introduction to the Team: The new aide is introduced to the special education teacher, other classroom aides, and support staff. This allows them to establish relationships and understand their roles within the team. The special education teacher or a designated team member usually performs this task.

3. Classroom Tour: The new aide is given a tour of the special education classroom, including the layout, resources, and equipment available. This task is performed by the special education teacher or a senior classroom aide.

4. Review of Individual Education Plans (IEPs): The new aide is provided with an overview of the students’ IEPs, including their goals, accommodations, and modifications. This task is typically performed by the special education teacher or the school’s special education coordinator.

5. Training on Assistive Technology: The new aide receives training on the assistive technology devices and software used in the classroom to support students with disabilities. This task is performed by the special education teacher or a designated technology specialist.

6. Behavior Management Strategies: The new aide is trained on the behavior management strategies and techniques used in the classroom to promote positive behavior and address challenging behaviors. This task is typically performed by the special education teacher or a behavior specialist.

7. Understanding Individual Student Needs: The new aide is provided with detailed information about each student’s specific needs, including medical conditions, communication preferences, and sensory sensitivities. This task is performed by the special education teacher or the school’s special education coordinator.

8. Shadowing Experience: The new aide shadows an experienced classroom aide or the special education teacher to observe classroom routines, instructional strategies, and student interactions. This task is performed by a senior classroom aide or the special education teacher.

9. Review of Emergency Procedures: The new aide is trained on the school’s emergency procedures, including fire drills, lockdowns, and evacuation plans specific to the special education classroom. This task is typically performed by the school’s administration or a designated safety officer.

10. Collaboration with Related Service Providers: The new aide is introduced to related service providers, such as speech therapists, occupational therapists, and physical therapists, who work with the students in the special education classroom. This task is performed by the special education teacher or the school’s special education coordinator.

11. Understanding Confidentiality and Privacy: The new aide is educated on the importance of maintaining confidentiality and privacy of student information in accordance with the Family Educational Rights and Privacy Act (FERPA). This task is typically performed by the special education teacher or the school’s administration.

12. Review of Crisis Intervention Techniques: The new aide is trained on crisis intervention techniques to ensure the safety of students and staff during challenging situations. This task is performed by the special education teacher or a designated crisis intervention specialist.

13. Introduction to Individualized Accommodations: The new aide is provided with information about the individualized accommodations and modifications required for each student, including assistive devices, visual supports, and sensory tools. This task is performed by the special education teacher or the school’s special education coordinator.

14. Understanding Data Collection and Progress Monitoring: The new aide is trained on the data collection methods and progress monitoring tools used in the classroom to track student progress and inform instructional decisions. This task is typically performed by the special education teacher or a designated data specialist.

15. Review of School Policies and Procedures: The new aide is familiarized with the school’s general policies and procedures, such as attendance, dress code, and communication protocols. This task is performed by the school’s administration or human resources department.

16. Introduction to Special Education Laws and Regulations: The new aide is provided with an overview of the Individuals with Disabilities Education Act (IDEA) and other relevant laws and regulations governing special education. This task is typically performed by the special education teacher or the school’s special education coordinator.

17. Training on Personal Care and Hygiene: The new aide receives training on providing personal care and hygiene support to students with disabilities, including toileting, feeding, and dressing. This task is performed by the special education teacher or a designated healthcare professional.

18. Introduction to Individualized Behavior Plans (IBPs): The new aide is introduced to the individualized behavior plans developed for students with challenging behaviors, including strategies, reinforcements, and consequences. This task is performed by the special education teacher or a behavior specialist.

19. Review of Curriculum and Instructional Materials: The new aide is provided with an overview of the curriculum and instructional materials used in the special education classroom, including adaptations and modifications. This task is performed by the special education teacher or a curriculum specialist.

20. Ongoing Professional Development: The new aide is informed about the opportunities for ongoing professional development, such as workshops, conferences, and online courses, to enhance their skills and knowledge in special education. This task is typically communicated by the special education teacher or the school’s professional development coordinator

Setting Up Your Employee Onboarding Process

From reading through the items in the example Special Education Classroom Aide checklist above, you’ll now have an idea of how you can apply best practices to getting your new Special Education Classroom Aide up to speed and working well in your Education team. Scroll up to see the link to our onboarding templates & resources or get in touch to discuss getting help setting up your systems and processes in this area.