What are the roles of paraprofessionals in inclusive schools?

Handbook of Effective Inclusive Schools: Research and Practice

Volumn , Issue , 2014, Pages 94-106

  McDonnell, John ^a   Jameson, J Matthew ^a  

^a UNIVERSITY OF UTAH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84955671538     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203102930     Document Type: Chapter

References (64)

1. Ashbaker, B. & Morgan, J. (2012). Team players and team managers: Special educators working with paraeducators to support inclusive classrooms. Creative Education, 3, 322 - 327.
2. Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005). Perspectives of students with intellectual disabilities about their experiences with paraprofessional support. Exceptional Children, 71, 415 - 430.
3. Carnahan, C. R., Williamson, P., Clarke, L., & Sorensen, R. (2009). A systematic approach for supporting paraeducators in educational settings: A guide for teachers. Teaching Exceptional Children, 41 (5), 34 - 43.
4. Carter, E. W., Sisco, L. G., Brown, L., Brickham, D., & Al-Khabbaz, Z. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113, 479 - 494.
5. Carter, E. W., Sisco, L. G., Melekoglu, M. A., & Kurkowski, C. (2007). Peer supports as an alternative to individually assigned paraprofessional in inclusive high school classrooms. Research and Practice for Persons with Severe Disabilities, 32, 1 - 15.
6. Causton-Theoharis, J. N. & Malmgren, K. W. (2005). Increasing interactions between students with severe disabilities and their peers via paraprofessional training. Exceptional Children, 71, 431 - 444.
7. CichoskiKelly, E., Backus, L., Giangreco, M. F., Sherman-Tucker, P. (2000). Paraeducator entry- level training for supporting students with disabilities (Instructor and participant manuals). Stillwater, OK: National Clearinghouse of Rehabilitation Training Materials.
8. Chopra, R. V. & French, N. K. (2004). Paraeducator relationships with parents of students with signifi - cant disabilities. Remedial and Special Education, 25, 240 - 251.
9. Chopra, R. V., Sandoval-Lucero, E., Aragon, L., Bernal, C., Berg de Balderas, H., & Carroll, D. (2004). The paraprofessional role of connector. Remedial and Special Education, 25, 219 - 231.
10. Devlin, P. (2005). Effects of continuous improvement training on student interaction and engagement. Research and Practice for Persons with Severe Disabilities, 30, 47 - 59.
11. Downing, J. E., Ryndak, D. L., & Clark, D. (2000). Paraeducators in inclusive classrooms: Their own perceptions. Remedial and Special Education, 21, 171 - 181.
12. Doyle, M. B. (2008). The paraprofessional's guide to the inclusive classroom: Working as a team. Baltimore: Paul H. Brookes.
13. Drecktrah, M. E. (2000). Preservice teachers' preparation to work with paraprofessionals. Teacher Education and Special Education, 23, 157 - 164.
14. Dymond, S. K. & Russell, D. I. (2004). Impact of grade and disability on the instructional context of inclusive classrooms. Education and Training in Developmental Disabilities, 29, 127 - 141.
15. French, N. K. (1998). Paraeducators and teachers: Shifting roles. Teaching Exceptional Children, 32 (2), 69 - 73.
16. French, N. K. (2001). Supervising paraprofessionals: A national survey of teacher practices. Journal of Special Education, 35, 41 - 53.
17. French, N. K., (2003). Paraeducators in special education programs. Focus on Exceptional Children, 36 (2), 1 - 16.
18. French, N. K. & Chopra, R. V. (1999). Parent perspectives on the role of paraprofessionals in inclusion. Journal of the Association for Persons with Severe Handicaps, 24, 259 - 272.
19. Giangreco, M. F. (2003). Working with paraeducators. Educational Leadership, 61, 50 - 53.
20. Giangreco, M. F. (2010). One- to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual and Developmental Disabilities, 48, 1 - 13.
21. Giangreco, M. F., Backus, L., Cichoskikelly, E., Sherman, P., & Mavropoulous, Y. (2003). Paraeducator training materials to facilitate inclusive education: Initial field- test data. Rural Special Education Quarterly, 22, 17 - 27.
22. Giangreco, M. F. & Broer, S. M. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and Other Developmental Disabilities, 20, 10 - 26.
23. Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2001). Teacher engagement with students with disabilities: Difference between paraprofessional service delivery models. Journal of the Association for Persons with Severe Handicaps, 26, 75 - 86.
24. Giangreco, M. F., Broer, S. M., & Suter, J. C. (2009). Guidelines for selecting alternatives to overreliance on paraprofessionals: Field- testing in inclusion- oriented schools. Remedial and Special Education, 32, 22 - 38.
25. Giangreco, M. F., CichoskiKelly, E., Backus, L., Edelman, S. W., Broer, S. M., CichoskiKelly, C., and Ä Spinney, P. (1999). Developing a shared understanding: Paraeducator support for students with disabilities in general education. TASH Newsletter, 5 (1), 21 - 23.
26. Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2001). Respect, appreciation, and acknowledgement of paraprofessionals who support students with disabilities. Exceptional Children, 67, 485 - 498.
27. Giangreco, M. F., Edelman, S. W., Luiselli, T. E., & MacFarland, S. Z. C. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7 - 18.
28. Giangreco, M. F., Hurley, S. M., & Suter, J. C. (2009). Special education personnel utilization and general class placement of students with disabilities: Ranges and ratios. Intellectual and Developmental Disabilities, 47, 53 - 56.
29. Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessionals in inclusive schools: A review of the recent research. Journal of Educational and Psychological Consultation, 20, 41 - 57.
30. Gunn, B., Smolkowski, K., Biglan, A., Black, C., & Blair, J. (2005). Fostering the development of reading skill through supplemental instruction: Results for Hispanic and Non-Hispanic students. Journal of Special Education, 39, 66 - 85.
31. Hunt, P., & McDonnell, J. (2007). Inclusive education. In S. L. Odom, R. H. Horner, M. Snell, and J. Blacher (Eds.), Handbook on Developmental Disabilities (pp. 269 - 291). New York: Guilford Press.
32. Johnson, J. W., McDonnell, J., Holzwarth, V., & Hunter, K. (2004). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavioral Interventions, 6, 214 - 227.
33. Lane, K. L., Carter, E. W., & Sisco, L. (2012). Paraprofessional involvement in self- determination instruction for students with high- incidence disabilities. Exceptional Children, 78, 237 - 251.
34. Lane, K. L., Fletcher, T., Carter, E. W., Dejud, C., & DeLorenzo, J. (2007). Paraprofessional- led phonological awareness training with youngsters at risk for reading and behavioral concerns. Remedial and Special Education, 28, 266 - 276.
35. Logan, K. R. & Keefe, E. B. (1997). A comparison of instructional context, teacher behavior, and engaged behavior for students with severe disabilities in general education and self- contained elementary classes. Journal of the Association for Persons with Severe Handicaps, 22, 16 - 27.
36. Maggin, D. M., Wehby, J. H., Moore-Partin, T. C., Robertson, R., & Oliver, R. M. (2009). Supervising paraeducators in classrooms for children with emotional and behavioral disorders. Beyond Behavior, 18 (2), 2 - 9.
37. Malmgren, K. W., Causton-Theoharis, J. N., & Trezek, B. J. (2005). Increasing peer interactions for students with behavioral disorders via paraprofessional training. Behavioral Disorders, 31, 95 - 106.
38. Marks, S. U., Schrader, C., & Levine, M. (1999). Paraeducator experiences in inclusive settings: Helping, hovering, or holding their own? Exceptional Children, 65, 315 - 328.
39. Mazurik-Charles, R. & Stefanou, C. (2010). Using paraprofessionals to teach social skills to children with Autism Spectrum Disorders in the general education classroom. Journal of Instructional Psychology, 37, 161 - 169.
40. McDonnell, J. & Brown, B. E. (2010). Inclusion in general education classes. In J. McDonnell & M. L. Hardman (Eds.), Successful transition programs: Pathways for students with intellectual and developmental disabilities (pp. 149 - 172). Los Angeles, CA: Sage.
41. McDonnell, J., Johnson, J. W., Polychronis, S. & Riesen, T. (2002). Effects of embedded instruction on students with moderate disabilities enrolled in general education classes. Education and Training in Mental Retardation and Developmental Disabilities, 37, 363 - 377.
42. McDonnell, J., Thorson, N., & McQuivey, C. (2000). A comparison of the instructional contexts of students with severe disabilities and their peers in general education classes. Journal of the Association for Persons with Severe Handicaps, 25, 54 - 58.
43. McLeskey, J., Rosenberg, M. S., & Westling, D. L. (2013). Inclusion: Effective practices for all students (2nd ed.). Boston, MA: Pearson.
44. Minondo, S., Meyer, L. H., & Xin, J. F. (2001). The roles and responsibilities of teaching assistants in inclusive education: What's appropriate? Journal of the Association for Persons with Severe Handicaps, 26, 114 - 119.
45. Morgan, R. L., Forbush, D. E., & Nelson, J. (2004). Live, interactive paraprofessional training using internet technology: Description and evaluation. Journal of Special Education Technology, 19, 25 - 33
46. Parrish, T. B. (2002). Fiscal policies in support of inclusive education. In W. Sailor (Ed.), Wholeschool success and inclusive education: Building partnerships for learning, achievement, and accountability (pp. 213 - 227). Teachers College, Columbia University: Teachers College Press.
47. Pickett, A. L. (2008). Roles and responsibilities of paraeducators working with learners with developmental disabilities. In H. Paratte & G. R. Peterson-Karlan (Eds.). Research Based Practices in Developmental Disabilities (2nd ed.) (pp. 501 - 520). Austin, TX: Pro-Ed.
48. Quilty, K. M., (2007). Teaching paraprofessionals how to write and implement social stores for students with autism spectrum disorders. Remedial and Special Education, 28, 182 - 189.
49. Riggs, C. G. & Mueller, P. H. (2001). Employment and utilization of paraeducators in inclusive settings. Journal of Special Education, 54 - 62.
50. Robinson, S. E. (2011). Teaching paraprofessionals of students with Autism to implement pivotal response treatment in inclusive school settings using a brief video feedback training package. Focus on Autism and Other Developmental Disorders, 26, 105 - 118.
51. Sailor, W. S. (2002). Whole school success and inclusive education. New York: Teachers College Press.
52. Schuster, J. W., Hemmeter, M. L., & Ault, M. J. (2001). Instruction of students with moderate and severe disabilities in elementary classrooms. Early Childhood Research Quarterly, 16, 329 - 341.
53. Shulka, S., Kennedy, C. H., & Cushing, L. S. (1999). Intermediate school students with severe disabilities: Supporting their social participation in general education classrooms. Journal of Positive Behavior Interventions, 1, 130 - 140.
54. Skar, L., & Tamm, M. (2001). My assistant and I: Disabled children's and adolescents' roles and relationships to their assistants. Disability and Society, 16, 917 - 931.
55. Snell, M. E. & Janney, R. (2005). Collaborative teaming (2nd Ed.). Baltimore: Paul H. Brookes.
56. Suter, J. C. & Giangreco, M. F. (2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion- oriented schools. The Journal of Special Education, 43, 81 - 93.
57. Tews, L. & Lupart, J. (2008). Students with disabilities' perspectives on the role and impact of paraprofessionals in inclusive education settings. Journal of Policy and Practice in Intellectual Disabilities, 5, 39 - 46.
58. Trautman, J. L. (2004). Preparing and managing paraprofessionals. Intervention in School and Clinic, 39, 131 - 138.
59. Vadasy, P. F., Sanders, E. A., & Tudor, S. (2007). Effectiveness of paraeducator- supplemental individual instruction: Beyond basic decoding skills. Journal of Learning Disabilities, 40, 508 - 525.
60. Villa, R. A. & Thousand, J. S. (2005). Creating an inclusive school (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
61. Wallace, T., Shin, J., Bartholomay, T., & Stahl, B. J. (2001). Knowledge and skills for teachers supervising the work of paraprofessionals. Exceptional Children, 67, 520 - 533.
62. Werts, M. G., Harris, S., Tillery, C. Y., & Roark, R. (2004). What parents tell us about paraeducators. Remedial and Special Education, 25, 232 - 239.
63. Wolery, M., Werts, M., Caldwell, N., Snyder, E., & Liskowski, L. (1995). Experienced teachers' perceptions of resources and supports for inclusion. Education and Training in Mental Retardation and Developmental Disabilities, 30, 15 - 26.
64. Young, B., Simpson, R. L., Smith-Myles, B., & Kamps, D. M. (1997). An examination of paraprofessional involvement in supporting inclusion of students with Autism. Focus on Autism and Other Developmental Disabilities, 12, 31 - 40.