Help students with special needs learn.

Discover the difference you can make.

Paraprofessionals collaborate with teachers, parents and other team members to help children with special needs reach their full potential. In serving students with special needs, paraprofessionals may assist with anything from basic needs to helping students with disabilities learn skills necessary for life after graduation. Paraprofessionals provide students with personalized attention that helps them better learn and grow.

Discover Your
New Career

FAQ'S

  • How can I send a copy of my official transcripts to another organization?

    To access your transcripts, log into the SOLAR System, select the Star System and select the Academic Office. Once there, click on the transcripts link.

  • Is Baker accredited?

    Yes. Baker College is accredited by The Higher Learning Commission / 230 South LaSalle St., Suite 7-500, Chicago, IL 60604-1411 / 800-621-7440 / www.ncahlc.org.

    Baker College is an Academic Quality Improvement Program (AQIP) participant.

    Additional Accreditations

    Baker has also earned specialized accreditations for programs and degrees in: 

    • Business Administration
    • Early Childhood Learning
    • Engineering and Technology
    • Health Sciences
    • School of Nursing

    For details about these specialized accreditations, see the individual Programs and Degrees pages. 

  • Does Baker provide any help in my job search?


    As a graduate of Baker College, you are eligible for our Lifetime Employment Services, which include:

    • Job searching techniques
    • Resume and cover letter assistance
    • Job interview questions
    • Job postings
    • Relocation tips

     

  • Is Baker College Online accredited?

    Baker Online is part of Baker College, a private, non-profit, accredited, degree granting, higher educational institution with locations throughout Michigan.

    As an accredited college, Baker College has been granted legal authority by the state of Michigan to operate as a nonprofit educational corporation and is empowered to grant certificates, associate, bachelor, master, and doctoral degrees. It is approved for veterans’ benefits. Baker College is recognized as an institution of higher education by the U.S. Secretary of Education, U.S. Department of Education.

    All Baker Online undergraduate and graduate programs are accredited by The Higher Learning Commission / 230 South LaSalle St., Suite 7-500, Chicago, IL 60604-1411 / 800-621-7440 / www.ncahlc.org

    Baker College is an Academic Quality Improvement Program (AQIP) participant.

    Some Baker Online graduate programs have additional accreditation:

  • How do online classes work?


    After you enroll, and are accepted to your online program, you sign-up, or "register" for your first courses. Like all Baker Online students, you will begin your online experience with a three-week online class designed to orient you to the Baker Online classroom, and review the expectations and requirements of Baker Online students. When you have completed this course successfully, you can move on to additional online courses.

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Program Availability

Program availability varies by campus. Please contact the Admissions Department on your campus to learn more.

General Requirements

A general education core is required for all Associate and Bachelor degrees. All graduates must meet the general education requirements established by each academic program.

College Success Strategies (COL111A) or College Success Online (COL112) is required for all first-time freshmen and all online students enrolled in a certificate or degree program. This course will inform students of campus services, policies and procedures, and address learning styles and study strategies.

Many of the courses and programs at Baker College are offered in an online delivery format. See Online Programs. Contact your campus Academic / Administrative Office for details about online courses.

Getting Started

There's a lot you can learn about Baker College here on the Web, but talking with an admissions advisor will help you get a better understanding of everything we offer. Contact us to request more information, schedule a visit to the campus nearest you, or get started by applying online.

Request Information
Schedule a Visit
Apply Online

Mark Roessing, Baker College Graduate
Watch this testimonial Watch Testimonial

Admissions at Baker wanted to make sure I was getting the most for my money.

Mark Roessing
Paraprofessional: P-12 Special Education Associate Degree from Baker College

Paraprofessional: P-12 Special EducationAssociate of Applied Science

Help students with special needs learn.

Discover the difference you can make.

Paraprofessionals collaborate with teachers, parents and other team members to help children with special needs reach their full potential. In serving students with special needs, paraprofessionals may assist with anything from basic needs to helping students with disabilities learn skills necessary for life after graduation. Paraprofessionals provide students with personalized attention that helps them better learn and grow.

Discover Your Future Paraprofessional: P-12 Special Education Career

Career Facts

$23,640

Median salary for Teacher Assistants

9%

Estimated employment increase by 2022

$55,060

Median salary for Special Education Teachers

View citations
Overview

Baker’s Paraprofessionals: P-12 Special Education associate degree program prepares you to work with children with special needs in a variety of settings through theoretical coursework and field training. 

Our class sizes are small so that there are ample opportunities for one-on-one interaction, and our curriculum has been designed with guidance from experts in the field. You learn how to assist teachers in general education, special education, or life skills classrooms, supporting students who have delays or impairments that impact learning and making a transition to adult living.

When you graduate, you will have the skills required for employment in P-12 schools (inclusion or self-contained) post-secondary training, Head Start, resource rooms, center-based programs, and non-profits.

Course Information
Paraprofessional: P-12 Special Education Major58 Hours
Course NumberCourse TitleCredit Hours
ECE 111B
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4 Quarter Hours

Focuses on typical and atypical developmental milestones of physical, cognitive, language, and social/emotional development of children from birth to age 12 with a focus on the preschool years. Theories of child development and contributions of theorists are reviewed in the context of application to developmental milestones. The effects that multiple, interrelated environmental factors have on the growth and development of the child will be explored. Must complete with a C (73%) or better.

Prerequisite(s):
ENG 098B or satisfies developmental reading or placement exam, DHS clearance, student background check.
Early Childhood Development4
EDU 200A
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4 Quarter Hours

Introduces candidates to the realities of the teaching profession, the structure and operation of schools, current educational issues and trends, and the foundations of education. Includes 20 hours of observation and participation in P-12 classroom settings. A grade of C or better must be attained to complete the Teacher Preparation Program.

Prerequisite(s):
ENG 102, MTH 111
PSY 111, Program Director/Dean approval, student background check.
Introduction to Professional Education Experiences4
EDU 312A
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4 Quarter Hours

Focuses on the learning process including the role of the teacher in learning; efficiency of learning as it is affected by the developmental processes; psychological principles that are central to the learning process and their relationship to the teaching situation; variables in learning; and evaluation of the outcomes of learning. Emphasizes application of learning theory and multicultural concepts in a field-based context. Includes 20 hours of observation and participation in P-12 classroom settings. A grade of C or better must be attained to complete the Teacher Preparation Program.

Prerequisite(s):
EDU 200A and student background check.
Educational Psychology4
EDU 321A
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4 Quarter Hours

Focuses on theory and process in developmentally appropriate reading and writing instruction, including language and literacy acquisition, comprehension, word recognition, methods of instruction and assessment, program development, and planning for individual instructional needs. A grade of C or better must be attained to complete the Teacher Preparation Program.

Prerequisite(s):
EDU 312A and student background check.
Theory and Principles of Reading Instruction4
ELECT 100A
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4 Quarter Hours

Course Description Not Available

Elective4
ELECT 100B
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4 Quarter Hours

Course Description Not Available

Elective4
HSC 102
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1 Quarter Hours

Provides information on adult and pediatric CPR, including two-rescuer scenarios and use of the bag-valve mask. This course provides training in foreign-body airway obstruction (conscious and unconscious), automated external defibrillation (includes child AED update), special resuscitation situations, and other cardiopulmonary emergencies at the professional rescuer level. This is an American Heart Association course and provides training in basic first-aid procedures and a module on environmental emergencies. Students will attain Heartsaver First Aid and AHA Basic Life Support for Health Care Provider certifications upon successful completion of required components and tests.

BLS Provider Training and First Aid1
MTH 211A
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4 Quarter Hours

Introduces the principles of key mathematical concepts in a problem-solving environment. Focuses on number sense and numeration, whole number operations, fractions and decimals, computational algorithms, patterns, relations, functions, and informal algebra. Includes a variety of materials, activities, and strategies for teaching elementary school mathematics.

Prerequisite(s):
MTH 111
Number Concepts for Educators4
SED 211
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4 Quarter Hours

Prepares students with the essential knowledge of special education laws and regulations including the certification process, the areas of disability, the acronyms used in special education, the IEP process, the difference between IDEA and Section 504, the difference between accommodations and modifications, and personal curricula. Minimum of a 'C' or better required.

Prerequisite(s):
Student background check.
Essential Knowledge of Special Education for Paraprofessionals4
SED 221
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4 Quarter Hours

Introduces students to the varied roles and responsibilities expected of paraprofessionals in P-12 special and general education settings. The course provides opportunities for exploring attributes of professionalism and practicing effective communication, incorporating profession related terminology. Students will examine various types of informal assessments: specific usage, effective administration and data interpretation. Implementation of IEP related accommodations and modifications will also be investigated. Includes 10 hours of observation and participation in a P-12 setting. Minimum of a 'C' or better required.

Prerequisite(s):
Student background check.
Essential Roles for Paraprofessionals: P-12 Special Education4
SED 231
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3 Quarter Hours

Teaches students about different behavior challenges that may be present within the P-12 classroom, as well as behavior management strategies and interventions to use with students who have these challenges. Students will learn how to collect data using various methods as well as explore different positive behavior supports to use with P-12 students to help meet their academic and social needs. Includes 10 hours of observation and participation in a P-12 setting. Minimum of a 'C' or better required.

Prerequisite(s):
Student background check.
Behavior Management3
SED 236
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1 Quarter Hours

Provides training that focuses on preventative techniques and principles of non-harmful, physical intervention. Students will be taught proven strategies for safely defusing anxious, hostile, or violent behavior at the earliest possible stage, as well as how to respond appropriately during moments of chaos. Minimum of a 'C' or better required.

Prerequisite(s):
Student background check.
Non-violent Crisis Intervention1
SED 241
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4 Quarter Hours

Explores low incidence disabilities including defining and providing characteristics of students with cognitive impairments, Autism Spectrum Disorder, deafness, blindness, physical impairments, health impairments and other severe impairments. This course will also explore different techniques and methods for working with this population using research based strategies to support P-12 students academically, socially, and functionally. Additionally, students will analyze personal and team member characteristics necessary for working with students with high needs. Minimum of a 'C' or better required.

Prerequisite(s):
Student background check.
Low Incidence Disabilities4
SED 251
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4 Quarter Hours

Provide students with the skills necessary to effectively identify, evaluate, and implement assistive technology in the P-12 classroom. Students will experience different types of assistive technology ranging from high-tech to low-tech to be used with P-12 students to aid in adapting curriculum, facilitating communication,  integrating effective practices, and assessing and evaluating.  By the end of the course, students will be able to implement varying assistive technology devices with the individual and unique needs of P-12 students. Minimum of a 'C' or better required.

Prerequisite(s):
Student background check.
Assistive Technology for Special Settings4
SED 271
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4 Quarter Hours

Prepares candidates to work as paraprofessionals in an educational setting. Includes 90 hours of observation and participation in P-12 classroom settings.

Prerequisite(s):
EDU 200A
PSY 111 and student background check.
SED Practicum4
WRK 291B
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1 Quarter Hours

Covers all phases of securing employment in a required seminar. Major topics include resume preparation, interview strategy, job application, job search action planning, personal appearance, and coordination of the graduate's employment search activity with the College Career Services Office. Students in degree programs may complete the seminar requirement any time during their final two quarters. Certificate students should attend in their last quarter.

Prerequisite(s):
Sophomore status.
Professional Career Strategies1
Select 4 Credit Hours from the Following
Course NumberCourse TitleCredit Hours
HUS 121
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4 Quarter Hours

Provides students with a healthy foundation of knowledge and skills for building strong relationships and families. This course emphasizes family strengths, the benefits that come from diversity, and the fact that families are systems of relationships. These systems interact within themselves and are also influenced by society at large. The concepts and ideas presented are directly applicable to students' lives as well as their future professional work. Must complete with a C or better.

Prerequisite(s):
Student background check.
Family Dynamics4
HUS 141
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4 Quarter Hours

Explores the etiology, prevalence, and treatment of different types of neglect and violence in families across the lifespan. This course will explore abusive and neglectful behaviors, evidence of signs and symptoms of neglect and abusive patterns, and identify appropriate reporting procedures. Must complete with a C (73%) or better.

Prerequisite(s):
C or better in HUS 101B, student background check.
Abuse and Neglect in the Family4
HUS 201
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4 Quarter Hours

Explores the types of substance abuse prevalent in communities, factors that lead to substance abuse and the impact on families, the workplace, and society in general. This course introduces students to current treatment programs and their various philosophies. Must complete with a C or better.

Prerequisite(s):
Student background check.
Substance Abuse4
ITP 101
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2 Quarter Hours

Studies the variety of cultural experiences and perspectives among people who are deaf or hard of hearing. Topics include the relationship of language and community, audiological vs. cultural deafness, dynamics in families with persons who are deaf or hard of hearing, and the role of the interpreter. Must complete with a C (73%) or higher.

The Deaf Community2
ITP 111
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4 Quarter Hours

Provides basic knowledge of American Sign Language (ASL) vocabulary, grammar, and syntax. Begins the exploration of Deaf culture and the language of that culture. Emphasis is on comprehension and production skills. Must complete with a C (73%) or higher.

American Sign Language I4
ITP 131A
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2 Quarter Hours

Provides practice in expressive and receptive fingerspelling skills with focus on manual alphabet and numbers. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 111.
Fingerspelling I2
SPK 205
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4 Quarter Hours

Uses expressive reading to elicit listener response to the text using vocal and physical expression. The literature emphasized is prose, poetry, and drama, which is analyzed for meaning, mood, and rhythm.

Prerequisite(s):
SPK 201.
Oral Interpretation of Literature4
SPK 211
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4 Quarter Hours

Integrates and applies knowledge gained from the oral communication and human relations classes. Specifically, small group communication in work and social organizations, both verbal and nonverbal, is the primary focus.

Prerequisite(s):
Education Majors: SPK 201.
Corequisite(s):
EDU 312A. All other majors: PSY 101 or PSY 111, SPK 201.
Group Dynamics4
SPK 401A
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4 Quarter Hours

Practices individual formal presentations in a business context. The format includes a variety of speaking situations such as parliamentary procedure, briefings, sales, formal and informal discussions, and formal report presentations.

Prerequisite(s):
SPK 201.
Professional Speaking4
SPN 101
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4 Quarter Hours

Introduces students to the basics of Spanish grammar, syntax, and communication. This course focuses on written and oral comprehension, spoken communication, and cultural understanding. Students are encouraged to communicate through a variety of practices with frequently used structures in everyday situations. Grammatical structures addressed include conjugation of regular and irregular verbs; basics of correct pronunciation, agreement and placement of adjectives, nouns, and articles; and the formation of questions. Primary vocabulary areas covered include numbers, colors, classes, greetings, weather, and dates.

Prerequisite(s):
ENG 091 or satisfies developmental writing or placement exam.
Spanish I4
General Education Requirements32 Hours
Course NumberCourse TitleCredit Hours
ENG 101
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4 Quarter Hours

Emphasizes academic writing by reading and thinking critically to strengthen essential communication skills through the use of the writing process. Various assignments focus on summary and response, analysis, and informative writing. Research practices and research writing in APA style are essential to the course.

Prerequisite(s):
ENG 091 or satisfies developmental writing or placement exam, ENG 098B or satisfies developmental reading or placement exam.
Composition I4
ENG 102
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4 Quarter Hours

Continues developing students' critical thinking and writing skills through reading and argumentative writing. Emphasizes academic writing to articulate the relationships among language, knowledge, and power. Various assignments focus on position, argument analysis, and argumentative proposal. Research practices and research writing in APA style are essential to the course.

Prerequisite(s):
C or better in ENG 101 or placement exam and approved writing sample.
Composition II4
INF 112
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2 Quarter Hours

Introduces students to word processing software and applications. This will include demonstrating the ability to perform basic Windows operations commands and word processing commands, which include creating, saving, printing, formatting, editing, and retrieving documents.

Word Processing2
INF 121
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2 Quarter Hours

Provides students with hands-on experience in the basics of using the Microsoft Windows environment. The areas of exploration will include the Start Button, Task Bar, My Computer, Windows Explorer, Customizing Displays, Paint, and the use of shortcuts.

Introduction to Windows2
INF 141A
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2 Quarter Hours

Provides students with hands-on experience in the use of Microsoft PowerPoint to develop computer-based presentations. Topics include creating slides, handouts, speaker's notes, and outlines as well as the use of PowerPoint Wizards and Templates.

Microsoft PowerPoint2
INF 161
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2 Quarter Hours

Explores timely social, legal, philosophical, ethical, political, constitutional, and economic implications of computing and technology. Coverage of the issues related to a technological society including social networking, privacy topics such as cameras in cell phones, access to our search queries and all sorts of data we put on the Web, social networking, location tracking, high-tech surveillance systems, intellectual property, professional ethics and responsibilities, and crime.

Technology and Society2
MTH 111
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4 Quarter Hours

Introduces elements of algebra including real numbers, linear graphing, variable expressions, linear equations, polynomial operations and factoring, systems of equations, quadratic equations, and rational functions.

Prerequisite(s):
MTH 099E or satisfies developmental pre-algebra or placement exam.
Introductory Algebra4
PSY 111
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4 Quarter Hours

Provides a foundation of knowledge in psychology examining key topics related to understanding human thoughts and behavior. Topics include an exploration of factors that influence thoughts and behavior, psychology as a science, sensation/perception, motivation, emotion, memory, cognition, personality, as well as key figures, research, and theories within psychology. Applying concepts to real-life settings is a focus throughout the course.

General Psychology4
SPK 201
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4 Quarter Hours

Develops confidence and skill in many facets of oral communication. Students explore diverse topics and formats, using both organization and research to support themselves during oral presentations.

Oral Communication4
WRI 115
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4 Quarter Hours

Addresses professional standards of communication with a focus on 21st century technology. Continues  developing students' critical thinking and writing skills to prepare them to be effective communicators in the workplace. Students evaluate the audience before choosing and applying the appropriate communication medium and style. Required elements include an employment portfolio, a group project/presentation, and an exploration of communication in the student's individual career field.

Prerequisite(s):
ENG 102
Workplace Communication4

Quarter Hours Required for Graduation: 90

Program Description

This program provides the education and training necessary for those wanting to become paraprofessionals working with children identified with special needs in a variety of settings. Graduates will have the skills required for employment in P-12 schools (inclusion or self-contained), post-secondary training, Head Start, Resource Rooms, Center-based programs, and Non-profits providing services to children or adults with special needs. Graduates are prepared to assist teachers in a general education and/or special education classrooms or life skills settings, supporting students with various delays or impairments that impact learning and transition to adult living.

Accreditation

Accredited by The Higher Learning Commission / 230 South LaSalle St., Suite 7-500, Chicago, IL 60604-1411 / 800-621-7440 / www.ncahlc.org

Baker College is an Academic Quality Improvement Program (AQIP) participant.

Program Finder

Start today and discover the program that is right for you.

FAQ's

  • How can I send a copy of my official transcripts to another organization?

    To access your transcripts, log into the SOLAR System, select the Star System and select the Academic Office. Once there, click on the transcripts link.

  • Is Baker accredited?

    Yes. Baker College is accredited by The Higher Learning Commission / 230 South LaSalle St., Suite 7-500, Chicago, IL 60604-1411 / 800-621-7440 / www.ncahlc.org.

    Baker College is an Academic Quality Improvement Program (AQIP) participant.

    Additional Accreditations

    Baker has also earned specialized accreditations for programs and degrees in: 

    • Business Administration
    • Early Childhood Learning
    • Engineering and Technology
    • Health Sciences
    • School of Nursing

    For details about these specialized accreditations, see the individual Programs and Degrees pages. 

  • Does Baker provide any help in my job search?


    As a graduate of Baker College, you are eligible for our Lifetime Employment Services, which include:

    • Job searching techniques
    • Resume and cover letter assistance
    • Job interview questions
    • Job postings
    • Relocation tips

     

  • Is Baker College Online accredited?

    Baker Online is part of Baker College, a private, non-profit, accredited, degree granting, higher educational institution with locations throughout Michigan.

    As an accredited college, Baker College has been granted legal authority by the state of Michigan to operate as a nonprofit educational corporation and is empowered to grant certificates, associate, bachelor, master, and doctoral degrees. It is approved for veterans’ benefits. Baker College is recognized as an institution of higher education by the U.S. Secretary of Education, U.S. Department of Education.

    All Baker Online undergraduate and graduate programs are accredited by The Higher Learning Commission / 230 South LaSalle St., Suite 7-500, Chicago, IL 60604-1411 / 800-621-7440 / www.ncahlc.org

    Baker College is an Academic Quality Improvement Program (AQIP) participant.

    Some Baker Online graduate programs have additional accreditation:

  • How do online classes work?


    After you enroll, and are accepted to your online program, you sign-up, or "register" for your first courses. Like all Baker Online students, you will begin your online experience with a three-week online class designed to orient you to the Baker Online classroom, and review the expectations and requirements of Baker Online students. When you have completed this course successfully, you can move on to additional online courses.

  • Load More FAQ'S
Mark Roessing, Baker College Graduate
Watch this testimonial Watch Testimonial

Admissions at Baker wanted to make sure I was getting the most for my money.

Mark Roessing