University of Vermont

The Center on Disability and Community Inclusion (CDCI)

SELECTED PARAPROFESSIONAL REFERENCES
1990 - 2014 (arranged chronologically)

Introduction

The following list of references includes data-based and non data-based literature related to paraprofessionals (1990-2014). We have also posted links to the complete (full-text) sources for cases in which we have obtained written permission to do so.

For additional information, please see Recent Dissertation Abstracts on Paraprofessional Topics. If you would like to suggest additional resources to be included on this page or a dissertation to be included on the Recent Dissertation Abstracts page, please contact Michael F. Giangreco.

Jump to a specific year in the references:

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

References

2014

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Docherty, R. (2014) A complete circuit: The role of communication between class teachers and support staff and the planning of effective learning opportunities. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 30(2), 181-19. doi: 10.1080/02667363.2014.899997

Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2014). Teacher assistants in inclusive classrooms. In L. Florian (Ed.), The SAGE handbook of special education (2nd ed., pp. 691-702). London: Sage.

Hiigins, H. & Gulliford, A. (2014). Understanding teaching assistant self efficacy in role and in training: its susceptibility to influence. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 30(2), 120-138. doi: 10.1080/02667363.2014.896250

Koegel, R. L., Kim, S., & Koegel, L. K. (2014). Training paraprofessionals to improve socialization in children with ASD. Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s10803-014-2094-x

Martin, T. & Alborz, A. (2014). Supporting the education of pupils with profound intellectual and multiple disabilities: The views of teaching assistants regarding their own learning and development needs. British Journal of Special Education, 41(3), 309-327. doi: 10.1111/1467-8578.12070

McDonagh, S. H., Fordham, L. A., Dillon-Wallace, J. A. (2014). The educational context and services of children with additional needs in their first years of school in Australia. Special Education Perspectives, 23(1), 29-41.

Osborne, C., & Burton, S. (2014). Emotional Literacy Support Assistants' views on supervision provided by educational psychologists: What EPs can learn from group supervision. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 30(2), 139-155, doi:1080/02667363.2014.899202

Pedersen, S. J., Cooley, P. D., & Rottier, C. R. (2014). Physical educators' efficacy in utilising paraprofessionals in inclusive education. Australian Journal of Teacher Education, 39(10). doi: 10.14221/ajte.2014v39n10.1

Stephenson, J. & Carter, M. (2014). The work of teacher aides in Australia: An analysis of job advertisements. International Journal of Special Education, 29(3), 1-9.

Stockwell, N. (2014). When an aide really becomes an aid: Providing professional development for special education paraprofesionals. Teaching Exceptional Children, 46(1), 197-205.

Trent, J. (2014). 'I'm teaching, but I'm not really a teacher'. Teaching assistants and the construction of professional identities in Hong Kong schools, Educational Research. Advance online publication. doi: 10.1080.00131881.2013.874147

Webster, R. (2014). 2014 Code of practice: How research evidence on the role and impact of teaching assistants can inform professional practice. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology. Advance online publication. doi: 10.1080/02667363.2014.917401

Webster, R., & Blatchford, P. (2014). Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools. British Journal of Educational Research. Advance online publication. doi:10.1002/berj.3144

Westover, J. M., & Martin, E. J. (2014). Performance feedback, paraeducators, and literacy instruction for students with significant disabilities, Journal of Intellectual Disabilities, Advance online publication. doi: 10.1177/1744629514552305

2013

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Brock, M. E. & Carter, E. W. (2013). A systematic review of paraprofessional-delivered educational practices to improve outcomes for students with intellectual and developmental disabilities, Research and Practice for Persons with Severe Disabilities, 38, 211-221. doi: 10.1177/154079691303800401

Brown, J., & Devecchi, C. (2013). The impact of training on teaching assistants' professional development: opportunities and future strategy. Professional Development in Education. Advance online publication. doi:1031080/19415257.2012.762720

Brock, M. E. & Carter, E. W (2013). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. Journal of Special Education. Advance online publication. doi: 10.1177/0022466913501882

Bryan, R. B., McCubbin, J., & van der Mars (2013). The ambiguous role of the paraeducator in the general physical education environment. Adapted Physical Activity Quarterly, 29, 164-183.

Chopra, R., Banerjee, R., DiPalma, G., Merrill, L., & Ferguson, A. (2013) Colorado's model for preparing paraprofessionals for rural early intervention programs. Rural Special Education Quarterly, 32(1), 20-28.

Graves, S. (2013). New roles, old stereotypes -- developing a school workforce in English schools. School Leadership and Management. Advance on line publication. DOI: 10.1080/13632434.2013.813456

Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Edcuation, 37(2), 93-106. doi: 10.1017/jse.2013.1. Link to this article: http:journals.cambridge.org/abstract s1030011213000018. Full text pdf is available here. Posted with the permission of Cambridge University Press and the Australasian Journal of Special Education. Copyright the Authors 2013

Giangreco, M. F. & Hoza, B. (August 2013). Are paraprofessional supports helpful? Attention, 20,(4), 22-25.

Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2013). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education.47 121-132.doi: 10.1177/0022466911419015

Houssart, J. (2013). '"Give me a lesson and I'll deliver it": Teaching assistants' experiences of leading primary mathematics lessons in England. Cambridge Journal of Education, 43(1), 1-16 DOI: 10.1080/0305764X.2012.733348

Lim, S. M-Y, Wong, M. E., & Denise Tan, D. (2013). Allied educators (learning and behavioural support) in Singapore's mainstream schools: first steps towards inclusivity?, International Journal of Inclusive Education, Advance online publication, doi:10.1080/13603116.2012.758321

McCulloch, E. B., & Noonan, M.L. (2013). Impact of online training videos on the implementation of mand training by three elementary school paraprofessionals, Education and Training in Autism and Developmental Disabilities, 48(1), 1-15. daddcec.org

O'Keeffe, B. V. Slocum, T. A., & Magnusson, R. (2013). The effects of a fluency training package on paraprofessionals' presentation of a reading intervention. Journal of Special Education, 47, 14-27. doi: 10.1177/0022466911404072

Orsati, F. T. & Causton-Theoharis, J. (2013). Challenging control: inclusive teachers' and teaching assistants' discourse on students with challenging behavior. International Journal of Inclusive Education, 17(5), 507-525. doi: 10.1080/13603116.2012.689016

Radford, J. Bosanquet, P., Webster, R., Blatchford, P. & Rubie-Davies, C. (2013). Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants. International Journal of Educational Research. Advance online publication. doi: 10.1016/j.ijer.2013.02.010

Saddler, H. (2013). Researching the influence of teaching assistants on the learning of pupils identified with special educational needs in mainstream primary schools: exploring social inclusion. Journal of Research in Special Educational Needs. Advance online publication. DOI: 10.1111/1471-3802.12019

Stacey, K., Harvey, S., & Richrads, H. (2013). Teachers working with ESOL paraprofessionals in a secondary context: Examining supervision. Teaching and Teacher Education, 36, 55-67. doi: http://dx.doi.org/10.1016/j.tate.2013.07.002

Wasburn-Moses, L., Chun, E., & Kaldenberg, E. (2013). Paraprofessional roles in an adolescent reading program: Lessons learned. American Secondary Education, 41(3), 34-49.

Webster, R., & Blatchford, P. (2013). The educational experiences of pupils with a statement for special educational needs in mainstream primary schools: Results from a systematic observation study. European Journal of Special Needs Education, Advance online publication, doi: 10.1080/08856257.2013.820459

2012

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Abbott, E. A. & Sanders, L. (2012). Paraeducators' perceptions of music therapy sessions. Music Therapy Perspectives 30(2), 145-150. doi: 10.1093/mtp/30.2.145

Ashbaker, B. Y., & Morgan, J. (2012). Team players and Team managers: Special educators working with paraeducators to support inclusive classrooms. Creative Education, 3, 322-327. doi:10.43236/ce.2012.33051

Butt, R. & Lowe, K. (2012). Teaching assistants and class teachers: Differing perceptions, role confusion and the benefits of skills-based training. International Journal of Inclusive Education. 16(2), 207-219. doi: 10.1080/13603111003739678

Capizzi, A. M., & DaFonte, A. A. (2012). Supporting paraeducators through a collaborative classrooms support plan. Focus on Exceptional Children, 44(6), 1-6.

Devecchi, c., Dettori, F., Doveston, M., Sedgwick, P., & Jament, J. (2012). Inclusive classrooms in Italy and England: The role of support teacher and teaching assistants. European journal of Special Needs Education, 27(2), 171-184.doi: 10.1080/08856257.2011.645587

Douglas, S. N (2012). Teaching paraeducators to support the communication of individuals who use augmentative and alternative communicaiton: A literature reveiw. Current Issues in Education, 15(1), 1-12. Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/906

Fedlman, E.K., & Matos, R. (2012). Training paraprofessionals to facilitate social interactions between children with autism and their typically developing peers. Journal of Positive Behavior Interventions. Advance online publication. doi: 1031177/1098300712457421

Fisher, M. & Pleasants, S. (2012). Roles, responsibilities, and concerns of paraeducators: Findings from a statewide survey. Remedial and Special Education, 33, 287-297. doi: 10.1177/0741932510397762

Fried, L., Konza, D., & Mulcahy, P. (2012). Paraprofessionals implementing a research-based reading intervention. Australian Jouranl of Learning Difficulties, 17(1), 35-54. doi:10.1080/19404158.2012.674052"

Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Constructively responding to requests for paraprofessionals: We keep asking the wrong questions. Remedial and Special Education, 33(6), 362-373. doi: 10.1177/0741932511413472

Graves, S. (2012) Chameleon or chimera? The role of the higher level teaching assistant (HLTA) in a remodelled workforce in English schools. Educational Management Administration & Leadership, 41(1), 94-105. DOI 10.1177/1741143212462697

Keating, S. & O'Connor, U. (2012). The shifting roles of the special needs assistant in Ireland: A time for change? European journal of Special Needs Education. Advance online publication. doi: 10.1080/08856257.2012.711960

Lane, K., Carter, E. & Sisco, L. (2012). Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities. Exceptional Children, 78(2), 237-251. Retrieved from http://www.cec.sped.org

Lushen, K., Kim, O., & Reid, R. (2012). Paraeducator-led strategy instruction for struggling writers. Exceptionality, 20(4), 250-265. doi:10.1080/09362835.2012.724626.

Maggin, D. M., Fallon, L. M., Hargermoser Sanetti, L. M., Ruberto, L. M. (2012). Training paraeducators to implement a group contingency protocol: Direct and collateral effects. Behavioral Disorders, 38(1), 18-37.

Milley, A. & Machalicek, W. (2012). Decreasing students' reliance on adults: A strategic guide for teachers of students with autism spectrum disorders. Intervention in School and Clinic, 48(2), 67-75. doi:10.1177/1053451212449739.

Russell, A., Webster, R.,& Blatchford, P. (2012). Maximizing the impact of teaching assistants: Guidance for School leaders and teachers. London: Routledge.

Rutherford, G. (2012). In, out or somewhere in between: Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774. doi:10.1080/13603116.2010.50988

Tompkins, R. H., Ratcliff, N., Jones, C., Vaden, S. M., Hunt, G., & Chase, H. (2012). The myth of the foolproof script: Can paraprofessionals effectively improve kindergarten student achievement using a scripted phonics program? Early Years: An International Journal of Research and Development, 32(3), 313-323. doi:10.1080/09575146.2011.651712

Vickerman, P., & Blundell, M. (2012). English learning support assistant's experiences of including children with special educational needs in physical education. Eureopean Journal of Special Needs Education, 27(2), 143-156. doi: 10.1080/08856257.2011.645585

Webster, R., Blatchford, P., & Russell, A. (2012). Challenging and changing how schools use teaching assistants: Findings from the Effective Deployment of Teaching Assistants project. School Leadership & Management, Advance online publication doi:10.1080/13632434.2012.724672

2011

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Abbott, L., McConkey, R., & Dobbins, M. (2011). Key players in inclusion: are we meeting the professional needs of learning support assistants for pupils with comple needs? European Journal of Special Needs Education, 26(2), 251-231, doi: 1031080/08856257.2011.563608

Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, A., & Webster, R. (2011). The impact of support staff on pupils' "positive approaches to learning" and their academic progress. British Educational Research Journal, 37(3), 443-464. doi: 10.1080/01411921003734645

Blatchford, P., Russell, A., & Webster, R. (2011). Reassessing the impact of teaching assistants: How research challenges practice and policy. London: Routledge. Publisher's information available here:http://www.routledge.com/books/details/9780415687645/

Cameron, D. L., Cook, B. G, & Tankersley, M. (2011). An analysis of the different patterns of 1:1 interactions between educational professionals and their students with varying abilities in inclusive classrooms. International Journal of Inclusive Education. Advance online publication. doi: 10.1080/13603116.2011.580459

Carter, E. W., Sisco, L. G., & Lane, K. L. (2011). Paraprofessional perspectives on promoting self-determination among elementary and secondary students with severe disabilities. Research & Practice for Persons with Severe Disabilities, 36(1-2), 1-10. doi: 10.2511/rpsd.36.1-2.1

Chopra, R. V., Sandoval-Lucero, E. & French, N. K. (2011). Effective supervision of paraeducators: Multiple benefits and outcomes. National Teacher Education, 4(2), 15-26.

Giangreco, M. F., Broer, S. M., & Suter, J. C. (2011). Guidelines for selecting alternatives to overreliance on paraprofessionals: Field-testing in inclusion-oriented schools. Remedial and Special Education, 32(1), 22-38. doi: 10.1177/0741932509355951

Graves, S. (2011) Performance or enactment? The role of the higher level teaching assistant in a remodelled school workforce in England. Management in Education, 25(1), 15-20. ISSN 0892-0206 DOI 10.1177/0892020610387960.

Haycock, D., & Smith, A. (2011). To assist or not to assist? A study of teachers' views of the roles of learning support assistants in the provision of inclusive physical education in England. International Journal of Inclusive Education, 15(8), 835-849. DOI: 10.1080/13603110903452325

Healy, C. (2011, Winter). One-to-one in the inclusive classroom: The perspectives of paraeducators who support adolescents with Autism Spectrum Disorder. Journal of the American Academy of Special Education Professionals, ,pp. 77-92. Retrieved from http://aasep.org/

McConkey, R. & Abbott, L. (2011). Meeting the professional needs of learning support assistants for pupils with complex needs. Procedia Social and Behavioral Sciences, 15, 1419-1424. doi: 10.1016/j.sbspro.2011.03.305

McKenzie, B. (2011). Empowering Paraprofessionals through Professional Development. Delta Kappa Gamma Bulletin, 77(4), 38-41. Retrieved from Delta Kappa Gamma Society International website: http://www.dkg.org

Moore, W. & Hammond, L. (2011). Using education assistants to help pave the road to literacy: Supporting oral language, letter-sound knowledge and phonemic awareness in the pre-primary year. Australian Journal of Learning Difficulties, 16(2), 85-110. doi: 10.1080/19404151003763029

Mortier, K., Desimpel, L., De Schauwer, E., & Van Hove, G. (2011). "I want support, not comments": Children's perspectives on supports in their life, Disability & Society, 26: 207-221. doi: 10.1080/09687599.2011.544060

Radford, J., Blachford, P., & Webster, R. (2011). Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons.Learning and Instruction. Advance online publication. doi:10.1016/j.learninstruc.2011.01.004

Rispoli, M., Neeley, L., Lang, R., Ganz, J. (2011). Training paraprofessionals to implement interventions for people autism spectrum disorder: A systematic review. Developmental Neurorehabilitation, 14(6), 388. doi10.3109/17518423.2011.620577

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 Disabilities, 26(2) 105-118. doi: 10.1177/1088357611407063

Rutherford, G. (2011). Doing Right By Teacher Aides, Students with Disabilities, and Relational Social Justice. Harvard Educational Review, 81(1), 95-118. Available online at: http://her.hepg.org/content/wu14717488wx2001/

Watson, D., Bayliss, P., & Pratchett. (2011). Pond life that 'know their place': exploring teaching and learning support assistants' experiences through positioning theory. International Journal of Qualitative Studies in Education. Advance online publication. doi: 10.1080/09518398.2011.598195

Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., & Russell, A. (2011). The wider pedagogical role of teaching assistants. School Leadership and Management, 31(1), 3-20. doi: 10.1080/13632434.2010.540562

Wellington, W. & Stackhouse, J. (2011). Using visual support for language and learning in children with SLCN: A training programme for teachers and teaching assistants. Child Language Teaching and Therapy, 27, 183-201. doi: 10.1177/0265659011398282

2010

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Adolphson, S. L., Hawken, L. S., & Carroll, M. S. (2010). Supporting students with disabilities in the general education classroom: The behavioral health assistant. Journal of Positive Behavior Interventions, 12(4), 236-244. doi: 10.1177/1098300709340701

Bingham, G. E., Hall-Kenyon, K., Culatta, B. (2010). Systematic and engaging early literacy: Examining the effects of paraeducator implemented early literacy. Communication Disorders Quarterly. Advance online publication. doi: 10.1177/1525740109340796

Breton, W. (2010). Special education paraprofessionals: Perceptions of preservice preparation, supervision, and ongoing developmental training. International Journal of Special Education, 25(1), 34-45.

Devecchi, C. & Rouse, M. (2010). An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools. Support for Learning, 25(2), 91-99. doi: 10.1111/j.1467-9604.2010.01445.x

Farrell, P., Alborz, A., Howes, A., Pearson, D. (2010). The impact of teaching assistants on improving pupils' academic achievement in mainstream schools: A review of the literature. Educational Review, 62(4), 435-448. DOI: 10.1080/00131911.2010.486476

Giangreco, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual & Developmental Disabilities, 48(1), 1-13. DOI: 10.1352/1934-9556-48.1.1 Full text pdf available. Posted with permission of the American Association on Intellectual and Developmental Disabilities www.aaidd.org

Giangreco, M. F. (2010). Utilization of teacher assistants in inclusive schools: Is it the kind of help that helping is all about? European Journal of Special Needs Education, 25(4), 341 - 345. doi: 10.1080/08856257.2010.513537

Giangreco, M. F., Carter, E. W., Doyle, M. B., & Suter, J. C. (2010). Supporting students with disabilities in inclusive classrooms: Personnel and peers. In R. Rose (Ed.), Confronting obstacles to inclusion: International responses to developing inclusive schools (pp. 247-263). Abingdon, Oxfordshire, UK: Routledge.

Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation, 20, 41-57. DOI: 10.1080/10474410903535356 Available online at: http://www.informaworld.com/smpp/content~content=a919611357~db=all~jumptype=rss

Haegele, J.A., & Kozub, F.M. (2010). A continuum of paraeducator support for utilization in adapted physical education. Teaching Exceptional Children Plus, 6(5), Article 2. Retrieved from http://escholarship.bc.edu/education/tecplus/vol6/iss5/art2

Hall, L.J., Grundon, G.S., Pope, C.A., Romero, A.B. (2010).A Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments. Behavioral Interventions, 25(1), 37-51.

Lewis, S. & McKenzie, A.R. (2010). Competencies, roles, supervision, and training needs of paraeducators working with students with visual impairments in local and residential schools. Journal of Visual Impairment & Blindness, 104(8), 464-477.

Manz, P. H., Power, T. J., Ginsburg-Block, & Dowrick, P. W. (2010). Community paraeducators: A partnership-direected approach for preparing and sustaining the involvement of community members in inner-city schools. The School Community Journal, 20(1), 55-80.

McGrath, M.Z., Johns, B.H., & Mathur, S.R. (2010). Empowered or overpowered? Strategies for working effectively with paraprofessionals. Beyond Behavior, 19(2), 2-6.

Rose, R., & Forlin, C. (2010). Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong. International Journal of Inclusive Education, 14(3), 309-323. doi: 10.1080/13603110802504895

Rossetti, Z. S. & Goesling, D.P. (2010). Paraeducators' roles in facilitating friendships between secondary students with and without autism spectrum disorders or developmental disabilities. Teaching Exceptional Children, 42(6), 64-70.

Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement. 21 429-449 doi:10.1080/09243453.2010.512800

Shyman, E. (2010). Identifying predictors of emotional exhaustion among special education paraeducators: A preliminary investigation. Psychology in Schools, 47(8), 828-841. doi: 10.1002/pits.20507

Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., & Russell, A. (2010). Double standards and first principles: Framing teaching assistant support for pupils with special educational needs, European Journal of Special Needs Education, 25, 319-336. doi: 10.1080/08856257.2010.513533

2009

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Alborz, A., Pearson, D., Farrell, P. and Howes, A. (2009). The impact of adult support staff on pupils and mainstream schools, London: Dept. for Children, Schools and Families and Institute of Education. Available online at: http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=2438

Angelides, P, Constantinou, C, & Leigh, J. (2009). The role of paraprofessionals in developing inclusive education in Cyprus. European Journal of Special Needs Education, 24(1), 75-89.

Blatchford, P., Bassett, P., Brown, P., & Webster, R. (2009). The effect of support staff on pupil engagement and individual attention. British Educational Research Journal, 35(5), 661-686.

Bourke, P. (2009). Professional development and teacher aides in inclusive education contexts: where to from here? International Journal of Inclusive Education, 13(8), 817-827. doi: 10.1080/13603110802128588

Byers-Kirsch, J. (2009, March). Idaho's design for paraeducator effectiveness. The School Administrator, 66(3), 40-41. Full Text PDF available.

Cajkler, W. & Tennant, G. D. (2009). Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews. International Journal of Emotional Education, 1(2), 71-90.

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.

Carter, E. W., O'Rourke, L., Sisco, L., & Pelsue, D. (2009). Knowledge, responsibilities, and training needs of paraprofessionals in elementary and secondary schools. Remedial and Special Education, 30, 344-359. DOI: 10.1177/0741932508324399 Abstract Available

Causton-Theoharis, J. N. (2009). The golden rule of providing support in inclusive classrooms: Support others as you would wish to be supported. Teaching Exceptional Children, 42(2), 36-43.

Causton-Theoharis, J. (2009). The paraprofessional's handbook for effective support in inclusive classrooms. Baltimore: Paul H. Brookes. Publisher's information Available

Egilson, S.T., & Traustadottir, R. (2009). Assistance to pupils with physical disabilities in regular schools: Promoting inclusion or creating dependency? European Journal of Special Needs Education, 24(1), 21-36.

Giangreco, M. F. (2009). Critical issues brief: Concerns about the proliferation of one-to-one paraprofessionals. Arlington, VA: Council for Exceptional Children, Division on Autism and Developmental Disabilities. Available online at http://www.dddcec.org/positionpapers.htm

Giangreco, M. F., Hurley, S. M., & Suter, J.C. (2009). Personnel utilization and general class placement of students with disabilities: Ranges and ratios. Intellectual and Developmental Disabilities, 47(1), 53-56. Correction published 2010, 48(1), ii.Full Text PDF available. Posted with permission of the American Association on Intellectual and Developmental Disabilities www.aaidd.org

Hammeken, P. (2009). The paraprofessional's essential guide to inclusive education (3rd edition). Thousand Oaks, CA: Corwin.

Kraft, C. N., & Slater, A. E. (2009). One-to-one aides for students with autism: A practical and legal guide. Horsham, PA: LPR Publications. (link to publisher's page)

Liston, A. G., Nevin, A., & Malian, I. (2009). What do paraeducators in inclusive classrooms say about their work? Analysis of national survey data and follow-up interviews in California. TEACHING Exceptional Children Plus, 5(5), Article 1. Retrieved June 30, 2009 from http://escholarship.bc.edu/education/tecplus/vol5/iss5/art1

Lewis, S., & McKenzie, A. R. (2009). Knowledge and Skills for Teachers of Students with Visual Impairments Supervising the Work of Paraeducators. Journal of Visual Impairment and Blindness, 103(8), 481-494

Nevin, A., Villa, R. A., & Thousand, J. S. (2009). A guide to co-teaching with paraeducators: Practical tips for K-12 educators. Thousand Oaks, CA: Corwin.

Rutherford, G. (2009). Curriculum matters for all students? Understanding curriculum from the perspective of disabled students and teacher aides. Curriculum Matters, 5, 90-107.

Suter, J. C., & Giangreco, M. F. (2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools. Journal of Special Education, 43(2), 81-93. doi: 10.1177/0022466907313353
Available at http://sed.sagepub.com/cgi/content/short/43/2/81.

Veck, W. (2009). From an exclusionary to an inclusive understanding of educational difficulties and educational space: Implications for the learning support assistant's role. Oxford Review of Education, 35(1), 41-56.

2008

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Bedford, D., Jackson, C. R., & Wilson, E. (2008). New Partnerships for Learning: teachers' perspectives on their developing professional relationships with teaching assistants in England. Journal of In-service Education, 34(1), 7-25. doi: 10.1080/13674580701828211

Bolton, J., & Mayer, M. D. (2008). Promoting the generalization of paraprofessional discrete trial teaching skills. Focus on Autism and Other Developmental Disabilities, 23 (2), 103-111.

Carter, E. W., & Pesko, M. J. (2008). Social validity of peer interaction intervention strategies in high school classrooms: Effectiveness, feasibility, and actual use. Exceptionality, 16(3) 156-173. Abstract Available

Causton-Theoharis, J. & Burdick, C. (2008). Paraprofessionals: Gatekeepers to authentic art production. Studies in Art Education, 49(3), 167-182. Available in full text pdf online.

Conroy, P. W. (2008). Paraprofessionals and students with visual impairments: Potential pitfalls and solutions. Re:View, 39(2), 43-55.

Devlin, P. (2008). Create effective teacher - Paraprofessional teams. Intervention in School and Clinic, 44(1), 41-44.

Doyle, M. B. (2008). The paraprofessional's guide to the inclusive classroom: Working as a team (3rd ed.) Baltimore: Paul H. Brookes Publishing. http://www.brookespublishing.com/store/books/doyle-69247/index.htm

Harvey, S., Richards, H., & Stacey, K. (2008). ESOL paraprofessionals and English language learners: Working toward sustainable practices (Paper Code: HAR08812). Paper presented at the Australian Association of Educational Research 2008 International Research Conference, Queensland University of Technology, Kelvin Grove, Brisbane. Available online at: http://www.aare.edu.au/08pap/har08812.pdf
Full text pdf posted with permission.

Hauerwas, L. B., & Goessling, D. P. (2008). Who are the interventionists? Guidelines for paraeducators in RTI. TEACHING Exceptional Children Plus, 4(3) Article 4. Retrieved August 30, 2008 from http://escholarship.bc.edu/education/tecplus/vol4/iss3/art4

Hughes, M. T. & Valle-Riestra, D. M. (2008). Responsibilities, preparedness, and job satisfaction of paraprofessionals: Working with young children with disabilities. International Journal of Early Years Education, 16 (2), 163-173. Abstract available online here.

McKenzie, A. R. & Lewis, S. (2008). The role and training of paraprofessionals who work with students who are visually impaired. Journal of Visual Impairment & Blindness, 102, 459-471.

Rutherford, G. (2008). "Yeah, he's just like you." The role of teacher aides in supporting children's understandings of and relationships with one another. New Zealand Journal of Disability Studies, 13, 81-100.

Tews, L., & Lupart, J. (2008). Student with disabilities' perspectives of the role and impact of paraprofessionals in inclusive education settings. Journal of Policy and Practice in Intellectual Disabilities, 5(1), 39-46.

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2007

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A.C. & M.C. v. Board of Education of the Chappaqua Central School, No. NYSD:6-CV-04238, U.S. Dist. (April 27, 2007).

Abbate-Vaughn, J. (2007). Paraprofessionals left behind? Urban paraprofessionals' beliefs about their work in the midst of NCLB. Journal of Poverty, 11(4),k 143-164.

Bessette K. K., Wills H. P. (2007). An example of an elementary school paraprofessional-implemented functional analysis and intervention. Behavioral Disorders, 32 (3), 192-210.

Bingham, M.A., Spooner, F., & Browder, D. (2007). Training paraeducators to promote the use of augmentative and alternative communication by students with significant disabilities. Education and Training in Developmental Disabilities, 42(3), 339-352.

Blacher, J. (2007). Holding on to their kitestrings: Paraprofessional support in inclusive settings. Exceptional Parent, 37(10), 74-76.

Burgess, H., & Mayes, A. S. (2007). Supporting the Professional development of teaching assistants: classroom teachers' perspectives on their mentoring role. Curriculum Journal,18, 389-407. doi:10.1080/09585170701590056.

Carter, E. W., Sisco, L. G., Melekoglu, M. A., & Kurkowski, C. (2007). Peer supports as an alternative to individually assigned paraprofessionals in inclusive high school classrooms. Research and Practice for Persons with Severe Disabilities, 32(4), 1-15.

Causton-Theoharis, J., Giangreco, M.F., Doyle, M.B., & Vadasy, P.F. (2007). Paraprofessionals: The "sous chefs" of literacy instruction. TEACHING Exceptional Children 40(1), 56-62. Full text pdf available here. Posted with permission of the Council for Exceptional Children, www.cec.sped.org.

Cobb, C. (2007). Training paraprofessionals to effectively work with all students. The Reading Teacher, 60 (7), 686-689.

Davis, RW, Kotecki, J.E., & Harvey, M.W. (2007). Responsibilities and training needs of paraprofessionals in physical education. Adapted Physical Activity Quarterly, 24(1), 70-83.

Deardorff, P., Glasenapp, G., Schalock. M., & Udell, T. (2007). TAPS: An innovative professional development program for paraeducators in early childhood special education. Rural Special Education Quarterly, 26(3), 3-15.

Ghere, G., & York-Barr, J. (2007). Paraprofessional turnover and retention in inclusive programs: Hidden costs and promising practices. Remedial and Special Education, 28(1), 21-32.

Giangreco, M.F., Broer, S.M. (2007). School-based screening to determine overreliance on paraprofessionals. Focus on Autism and Other Developmental Disabilities, 22(3), 149-158. Full text pdf available. Posted with permission from Hammill Institute on Disabilities.

Giangreco, M.F., & Doyle, M.B. (2007). Teacher assistants in inclusive schools. In L. Florian (Ed.), The SAGE handbook of special education (pp. 429-439). London: Sage. Full Text Available in PDF Format. Posted with the Permission of SAGE Publications, www.sagepub.com.

Gray, C., McCLoy. S., Dunbar. C., Dunn, J., Mitchell, D. and Ferguson, J. (2007) Added value or a familiar face?: The impact of learning support assistants on young readers, Journal of Early Childhood Research, 5(3), 285-300. doi: 10.1177/1476718X07080474

Hampden-Thompson, G., Diehl, J., & Kinukawa, A. (2007). Description and employment criteria of instructional paraprofessionals (No. NCES 2007-008). Washington, DC: National Center for Educational Statistics. Full Text Available from NCES website.

Howard, R. & Ford, J. (2007). The roles and responsibilities of teacher aides supporting students with special needs in secondary school settings. Australasian Journal of Special Education, 31(1), 25-43.

Keller, C.L., Bucholz, J., & Brady, M.P. (2007). Yes, I can! Empowering paraprofessionals to teach learning strategies. Teaching Exceptional Children, 39(3), 18-23.

Lane, K.L., Fletcher, T., Carter, E., Dejud, & Delorenzo, J. (2007). Paraprofessional-led phonological awareness training with youngsters at-risk for reading and behavioral concerns. Remedial and Special Education, 28 (5), 266-276.

Lieberman, L. J. (2007). Paraeducators in physical education: A training guide to roles and responsibilities. Champaign IL: Human Kinetics. Publisher's page.

Lytle, R., Lieberman, L., & Aiello, R. (2007). Motivating paraeducators to be actively involved in physical education programs. The Journal of Physical Education, Recreation & Dance, 78(4), 26-30.

Pickett, A.L., Gerlach, K., Morgan, R., Likins, M., & Wallace, T. (2007). Paraeducators in schools: Strengthening the educational team . Austin, TX: Pro-Ed. http://www.proedinc.com/customer/productView.aspx?ID=3972

Quilty, K. M. (2007). Teaching paraprofessionals how to write and implement social stories for students with Autism spectrum disorders. Remedial and Special Education, 28,, 182-189.

Steckelberg, A.L., Vasa, S.F., Kemp, S.E., Arthaud, T.J., Asselin, S.B., Swain, K., & Fennick, E. (2007). A web-based training model for preparing teachers to supervise paraeducators. Teacher Education and Special Education, 30(1), 52-55.

Takala, M. (2007). The work of classroom assistants in special and mainstream education in Finland. British Journal of Special Education, 34(1), 50-57.

Vadasy, P.F., Sanders, E.A., & Tudor, S. (2007). Effectiveness of paraeducator-supplemented individual instruction: Beyond basic decoding skills. Journal of Learning Disabilities, 40(6), 508-525. Summary by Author Available

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2006

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Appl, D. (2006). First-year early childhood special education teachers and their assistants: "Teaching along with her." Teaching Exceptional Children. 38, 34-40.

Ashbaker, B. Y., & Morgan J. (2006). Paraprofessionals in the classroom. Boston: Pearson/Allyn and Bacon. Publisher's Page for this Book.

Carter, E.W. & Hughes, Carolyn (2006). Including high school students with severe disabilities in general education classes: Perspectives of general and special educators, paraprofessionals, and administrators. Research and Practice for Persons with Severe Disabilities, 31, 174-185.

Collins, J., & Simco, N. (2006). Teaching assistants reflect: The way forward? Reflective Practice: International and Multidisciplinary Perspectives, 7(2), 197-214.

French, N. K., & Chopra, R. V. (2006). Teachers as executives. Theory into Practice, 45, 230-238.

Giangreco, M.F., Smith, C.S., & Pinckney, E. (2006). Addressing the paraprofessional dilemma in an inclusive school: A program description. Research and Practice for Persons with Severe Disabilities, 31(3). 215-229. Full Text Available in PDF Format. Posted with permission of TASH, www.tash.org.

Hauge, J.M. & Babkie, A.M. (2006). Develop collaborative special educator-paraprofessional teams: One para's view. Intervention in School and Clinic, 42 (1), 51-53. Full tex available in PDF doi:10.1177/10534512060420010901

Logan, A., (2006). The role of the special needs assistant supporting pupils with special educational needs in Irish mainstream primary schools. Support for Learning, 21(2), 92-99.

Malmgren, K.W., & Causton-Theoharis, J.N. (2006). Boy in the bubble: Effects of paraprofessional proximity and other pedagogical decisions on the interactions of a student with behavior disorders. Journal of Research in Childhood Education, 20(4), 301-312. Full Text Available in PDF Format. Posted with permission of the Association for Childhood Education International, www.acei.org.

Mansaray, A. A. (2006). Liminality and in/exclusion: An exploration the work of teaching assistants. Pedagogy, Culture & Society, 14(2), 171-187. doi: 10.1080/14681360600738335

Patterson, K.B. (2006). Roles and responsibilities of paraprofessionals: In their own words. TEACHING Exceptional Children Plus, 2(5), Article 1. Retrieved on October 2, 2007 from http://escholarship.bc.edu/education/tecplus/vol2/iss5/art1

Schenker, R., Coster, W., & Parush, S. (2006) Personal assistance, adaptations, and participation in students with cerebral palsy mainstreamed in elementary schools. Disability and Rehabilitation, 28, 1061-1069.

Tobin, R. (2006). Five ways to facilitate the teacher assistant's work in the classroom. TEACHING Exceptional Children Plus, 2(6), Article 4. Retrieved on October 9, 2008 from http://escholarship.bc.edu/education/tecplus/vol2/iss6/art4/

Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2006). Code-oriented instruction for kindergarten students at risk for reading difficulties: A randomized field trial with paraeducator implementers. Journal of Educational Psychology, 98, 508-528. Summary by Author Available

Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2006). Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. Remedial and Special Education, 27(6), 365-378. Summary by Author Available

Walter, U. M. Petr, C. G. (2006). Lessons from the research on paraprofessionals for attendant care in children's mental health. Community Mental Health Journal, 42(5), 459-475.

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2005

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Baber, A. (2005). Instructional Paraprofessional Statistics and Trends: Paraprofessional database research navigator. Full Text Available in PDF Format. Posted with permission of Denver: Education Commission of the States, www.ecs.org.

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(4), 415-430. Full Text Available in PDF Format. Posted with permission of the Council for Exceptional Children www.cec.sped.org

Carter, E. W., Cushing, L. S., Clark, N. M., & Kennedy, C. H. (2005). Effects of peer support interventions on students’ access to the general curriculum and social interactions. Research and Practice for Persons with Severe Disabilities, 30(1), 15-25. Abstract Available or Full Text PDF Available. Posted with permission of TASH, www.tash.org.

Causton-Theoharis, J.N., & Malmgren, K.W. (2005). Building bridges: Strategies to help paraprofessionals promote peer interactions. Teaching Exceptional Children, 37(6), 18-24. Summary by Authors or Full Text Available in PDF Format. Posted with permission of the Council for Exeptional Children, www.cec.sped.org.

Causton-Theoharis, J. N., & Malmgren, K. W. (2005). Increasing interactions between students with severe disabilities and their peers via paraprofessional training. Exceptional Children, 71(4), 431-444. Abstract Available or Full Text Available in PDF Format. Posted with permission of the Council for Exeptional Children, www.cec.sped.org..

Cremin, H., Thomas, G., & Vincett, K. (2005). Working with teaching assistants: Three models evaluated. Research Papers in Education, 20(4), 413-432.

Devlin, P. (2005). Effect of continuous improvement training on student interaction and engagement. Research and Practice for Persons with Severe Disabilities, 30(2), 47-59. Full Text Available in PDF format. This article is posted with the permission of TASH, for more information go to www.tash.org

Etscheidt, S. (2005). Paraprofessional services for students with disabilities: A legal analysis of issues. Research and Practice for Persons with Severe Disabilities, 30(2), 60-80. Full Text Avaialable in PDF Format. This article is posted with the permission of TASH, for more information go to www.tash.org

Forster, E.M., & Holbrook, M. C. (2005). Implications of paraprofessional supports for students with visual impairments. Re:View: Rehabilitation and Education for Blindness and Visual Impairment, 36(4), 155-163.

Gerschel, L. (2005). The special educational needs coordinator's role in managing teaching assistants: The Greenwich experience. Support for Learning: British Journal of Learning Support, 20(2), 69-76.

Giangreco, M.F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). "Be careful what you wish for…": Five reasons to be concerned about the assignment of individual paraprofessionals. TEACHING Exceptional Children, 37(5), 28-34. Full Text Available in PDF Format. Posted with permission of the Council for Exceptional Children www.cec.sped.org

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(1), 10-26. Abstract Available or Full Text Available in PDF Format Posted with Permission of Pro-Ed, Inc., www.proedinc.com.

Granger, J. D. & Grek, M. (2005). Struggling readers stretch their skills: Project maximizes use of paraprofessionals to teach reading. Journal of Staff Development, 26(3), 32-36.

Groom, B. & Rose, R. (2005). Supporting the inclusion of pupils social, emotional, and behavioural difficulties in the primary school: The role of teaching assistants. Journal of Research in Special Educational Needs, 5(1), 20-30. doi: 10.1111/J1471-3802.2005.00035.x

Jolly, A. & Evans, S. (2005). Teacher assistants move to the front of the class: Job-embedded learning pays off in student achievement. Journal of Staff Development, 26(3), 8-13.

Kerry, T. (2005). Towards a typology for conceptualising the roles of teaching assistants. Educational Review, 57(3), 373-384.

Lewis, C.K. (2005). Seen but not heard: ESEA and instructional aides in elementary education. Review of Research in Education, 29, 131-149.

Leblanc, M.P., Ricciardi, J.N., & Luiselli, J.K. (2005). Improving discrete trial instruction by paraprofessional staff through an abbreviated performance feedback intervention. Education & Treatment of Children, 28(1), 76-82.

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(1), 95-106.

Piletic, C., Davis, R., & Aschemeier, A. (2005). Paraeducators in physical education. Journal of Physical Education, Recreation & Dance, 76(5), 47-55.

Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2005). Contributions of reading practice to first-grade supplemental tutoring: How text matters. Journal of Learning Disabilities, 38, 364-380. Summary by Author Available

Wall, S., Davis, K. L., Winkler Crowley, A. L., & White, L. L. (2005). The urban paraprofessional goes to college. Remedial and Special Education 26(3), 183-190. Summary Available

Zabel, T. A., Gray, R. M., Gardner, J., & Ackerman, J. (2005). Use of school-based one-to-one aides for children following traumatic brain injury: A proposed practice model. Physical Disabilities: Education and Related Services 24(1), 5-22. Summary Available.

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2004

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Allen, M., & Ashbaker, B. Y. (2004). Strengthening schools: Involving paraprofessionals in crisis prevention and intervention. Intervention in School and Clinic, 39(3), 139-146.

Ashbaker, B.Y., & Morgan, J. (Spring 2004). Legal issues relating to school paraprofessionals. A Legal Memorandum: Quarterly Law Topics for School Leaders (pp. 1-7). Reston, VA: National Association of Secondary School Principals. (ISSN 0192-6152) Full Text Available in PDF Format. Posted with permission of the National Association of Secondary School Principals, www.principals.org.

Bernal, C., & Aragon, L. (2004). Critical factors affecting the success of paraprofessionals in the first two years of career ladder projects in Colorado. Remedial and Special Education, 25(4), 205-213. Summary Available

Chopra, R. V., & French, N. K. (2004). Paraeducator relationships with parents of students with significant disabilities. Remedial and Special Education, 25(4), 240-251. Summary Available

Chopra, R. V., Sandoval-Lucero, E., Aragon, L., Bernal, C., de Balderas, H., & Carroll, D. (2004). The paraprofessional role of connector. Remedial and Special Education, 25(4), 219-231. Summary Available

Council for Exceptional Children (2004). The CEC paraeducator standards workbook. Alexandria, VA: Author. CEC Link

Giangreco, M.F., & Doyle, M.B. (2004). Directing paraprofessional work. In C. Kennedy & E. Horn (Eds.), Including students with severe disabilities, (pp. 185-204). Boston: Allyn & Bacon. Full Text Available in PDF Format. Posted with permission of Allyn & Bacon, www.ablongman.com

Giangreco, M.F., Halvorsen, A., Doyle, M.B., & Broer, S.M. (2004). Alternatives to overreliance on paraprofessionals in inclusive schools. Journal of Special Education Leadership, 17(2), 82-90. Full Text Available in PDF Format Posted with Permission of the Council for Exceptional Children, http://casecec.org.

Griffin-Shirley, N. & Matlock, D. (2004). Paraprofessionals speak out: A survey. Re:View: Rehabilitation and Education in Blindness and Visual Impairments, 36(3), 127-136.

Linn-Marr Community School District and Grant Wood Area Education Agency (AEA 10) (2004). 41 IDELR 24.

Mistry, M., Burton, N., & Brundrett, M. (2004). Managing LSAs: An evaluation of the use of learning support assistants in an urban primary school, School Leadership & management, 24(2), 125-137.

New Brunswick Association for Community Living. (July 2004). Position paper on the roles and responsibilities of teacher assistants within an inclusive education system. Link for NBACL Website.

Riggs, C. G. (May/June 2004). To teachers: What paraeducators want you to know. TEACHING Exceptional Children, 36(5), 8-12. Summary Available

Robinson, C.C., Rosenberg, S.(2004). Child welfare referrals to part C. Journal of Early Intervention, 26(4), 284-291. Abstract and online version of article

Trautman, M. L. (2004). Preparing and managing paraprofessionals. Intervention in School and Clinic, 39(3), 131-138.

Wallace, T. (2004). Paraprofessionals in schools. Journal of Special Education Leadership, 17 (1), 46-61.

Werts, M. G., Harris, S., Tillery, C. Y., & Roark. (2004). What parents tell us about paraeducators. Remedial and Special Education, 25(4), 232-239. Summary Available

White, R. (2004). The recruitment of paraeducators into the special education profession: A review of progress, select evaluations outcomes, and new intiatives. Remedial and Special Education, 25(4), 214-218. Abstract Available

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2003

Guay, D. (2003). Paraeducators in the art classrooms: Issues of culture, leadership and special needs. Studies in Art Education, 45(1), 20-39.

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Cremin, H., Thomas, G., & Vincett, K. (2003). Learning zones: An evaluation of three models for improving learning through teacher/teaching assistant teamwork. Support for Learning, 18(4), 154-164. Summary Available

Cushing, L. S., Clark, N., Carter, E. W., & Kennedy, C. H. (2003). Peer supports and access to the general education curriculum. TASH Connections, 29(10), 8-11. Full Text Available in PDF Format. This article is posted with the permission of TASH, for more information go to www.tash.org

French, N. K. (2003). Managing paraeducators in your school: How to hire, train, and supervise non-certified staff. Thousand Oaks: Corwin Press, Inc. Summary and Other Information Available

French, N. K. (2003). Paraeducators in special education programs. Focus on Exceptional Children, 36(2), 1-16. Summary Available

Ghere, G. & York-Barr, J. (2003). Employing, developing, and directing special education paraprofessionals in inclusive education programs: Findings from a multi-site case study. Minneapolis, MN: Institute on Community Integration (UCEDD) & Department of Educational Policy and Administration, University of Minnesota. Abstract & Ordering Information Available. Full text version is available online: http://ici.umn.edu/products/spedpara/titlepage.html

Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50-53. Full Text Available in PDF Format Posted with Permission of the author (copyright holder).

Giangreco, M.F., Backus, L., CichoskiKelly, E., Sherman, P., & Mavropoulos, Y. (2003). Paraeducator training materials to facilitate inclusive education: Initial field-test data. Rural Special Education Quarterly, 22(1), 17-27. Full Text Available in PDF Format. Posted with Permission. For more information about the Rural Special Education Quarterly, see the ACRES web site at http://www.acres-sped.org/publications/

Giangreco, M.F., & Broer, S.M. (March/April 2003). The paraprofessional conundrum: Why we need alternative support strategies. TASH Connections Newsletter, 29(3/4), 22-23. Full Text Available in PDF Format Posted with permission of TASH, www.tash.org.

Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2003). Schoolwide planning to improve paraeducator supports. Exceptional Children, 70(1), 63-79. Full Text Available in PDF Format. Reprinted with permission of the Council for Exceptional Children www.cec.sped.org

Guay, D. (2003). Paraeducators in the art classrooms: Issues of culture, leadership, and special needs. Studies in Art Education, 45(1), 20-39.

Hemmingsson, H., Borell, L., & Gustavsson, A. (2003). Participation in school: School assistants creating opportunities and obstacles for pupils with disabilities. Occupational Therapy Journal of Research, 23(3), 88-98. Summary Available

Hill, C. (2003) The role of instructional assistants in regular classrooms: Are they influencing inclusive practices? Alberta Journal of Educational Research, 49(1), 98-100. Summary Available

Lawlor, L., & Cregan, A. (2003). The evolving role of the special needs assistant: Towards a new synergy. REACH Journal of Special Needs Education in Ireland, 16(2), 82-93.

Likins, M. (2003). NCLB implications for paraprofessionals. Principal Leadership, 3(5), 10-13.

Miller, S. D. (2003). Partners-in-reading: Using classroom assistants to provide tutorial assistance to struggling first-grade readers. Journal of Education for Students Placed at Risk, 8(3), 333-349. Abstract Available

Mueller, P.H. (2003). Building capacity to attract, train, support and retain paraeducators. Williston, VT: Northeast Regional Resource Center. Full Text Available in PDF Format Posted with permission of NERRC.

Mujis, D. & Reynolds, D. (2003). The effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary school, Educational Research, 45(3), 219-230.

Pickett, A.L., & Gerlach, K. (2003). Supervising paraeducators in school settings: A team approach. (2nd ed.) Austin, TX: Pro-Ed. Publisher's Summary and Ordering Information

Pickett, A. L., Likins, M., & Wallace, T. (2003). The employment and preparation of paraeducators. New York: National Resource Center for Paraprofessionals in Education Related Services. A pdf of this document is available on line at: Full text available in PDF format. Posted with permission of the National Resource Center for Paraprofessionals.

Robertson, K, Chamberlain, B., & Kasari, C. (2003). General education teachers' relationship with included students with autism. Journal of Autism and Developmental Disorders, 33(2), 123-130. Summary Available

Schepis, M.M., Reid, D.H., Ownbey, J., & Clary, C. (2003). Training preschool staff to promote cooperative participation among young children with severe disabilities and their classmates. Research & Practice for Persons with Severe Disabilities, 28, 37-41.

Tillery, C. Y., Werts, M. G., Roark, R., & Harris, S. (2003). Perceptions of paraeducators on job retention. Teacher Education and Special Education, 26(2), 118-127. Abstract Available

Wallace, T. (2003). Paraprofessionals. (COPSSE Document No. IB-3). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education. Full Text Available in PDF Format. Posted with permission of COPSSE.

Wilson, V., Schlapp, U., & Davidson, J. (2003). An 'extra pair of hand'? Managing classroom assistants in Scottish primary school. Educational Management & Administration, 31(2), 189-205.

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2002

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Balshaw, M., & Farrell, P. (2002). Teacher assistants: Practical strategies for effective classroom support. London: David Fulton. Summary Available / Click here for link to publisher

Black, S. (2002, May). Not just helping hands. American School Board Journal, 189(5), 42-44. Summary Available

Bugaj, S.J. (2002). Improving the skills of special education paraprofessionals: A rural school district’s model for staff development. Rural Special Education Quarterly, 21(1), 16-24. Summary Available

Campbell, M. (2002). Paraprofessionals rise to the challenge. Nation at risk? American Teacher, 87 (8), 18.

Doyle, M.B. (2002). The paraprofessionals guide to the inclusive classroom: Working as a team. (2nd ed.). Baltimore: Paul H. Brookes. Publisher's Summary and Order Form Available

French, N. K. (2002). 20 ways to maximize paraprofessional services for students with learning disabilities. Intervention in Schools and Clinic, 38(1), 50-55. Summary Available

Garner, P. (2002). Now even 'more than just a helper': How Learning Support Assistants see their role in schools. Education Today: Journal of the College of Preceptors, 52(3), 13-19.

Ghere, G., York-Barr, J., & Sommerness, J. (2002). Supporting students with disabilities in inclusive schools: A curriculum for job-embedded paraprofessional development. Minneapolis: Institute on Community Education (University of Minnesota). Summary Available

Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2002). Schoolwide planning to improve paraeducator supports: A pilot study. Rural Special Education Quarterly, 21(1), 3-15. Full Text Available in PDF Format. Posted with Permission. For more information about the Rural Special Education Quarterly, see the ACRES web site at http://www.acres-sped.org/publications/

Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2002). "That was then, this is now!" Paraprofessional supports for students with disabilities in general education classrooms. Exceptionality, 10(1), 47-64. Abstract Available Reprinted with permission of Laurence Erlbaum Associates, www.erlbaum.com.

Giangreco, M.F. & Doyle, M.B. (2002). Students with disabilities and paraprofessional supports: Benefits, balance, and band-aids. Focus on Exceptional Children, 34 (7), 1-12. Summary Available or Online Full Text Version

McDonnell, J., Johnson, J. W., Polychronis, S., & Risen, 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(4), 363-377. ERIC Abstract Available

Moran, A.m & Abbott, L. (2002). Developing inclusive schools: The pivotal role of teaching assistants in promoting inclusion in special and mainstream schools in Northern Ireland, European Journal of Special Needs Education, 17(2), 161-173.

Morrissette, D., Morrissette, P. J., & Julien, R. (2002, Fall). Paraeducators in education. Essays in Education, 3. Retrieved May 13, 2005 from http://www.usca.edu/essays/vol32002/morrisette1.pdf

Mueller, P.H. (2002). The paraeducator paradox. Exceptional Parent, 32(9), 64-67. Summary Available for Related Full Text Version from NERCC click here

Railsback, J., Reed, B., & Schmidt, K. (2002). Working together for successful paraeducator services: A guide for paraeducators, teachers, and principals. Northwest Regional Educational Laboratory. Portland, OR. Summary Available

Riggs, Cathryn G. (2002). Providing administrative support for classroom paraeducators: What’s a building administrator to do? Rural Special Education Quarterly 21(3), 10-14. Summary AvailableFull text version

Rosenberg, A.S., Robinson, C., Fryer, G.E., (2002). Evaluation of paraprofessional home visiting services for children with special needs and their families. Topics in Early Childhood Special Education, 22(3), 158-168. doi: 1031177/02711214020220030301 Available

Vadasy, P.F., Sanders, E.A., Jenkins, J.R., & Peyton, J.A. (2002). Timing and intensity of tutoring: A closer look at the conditions for effective early literacy tutoring. Learning Disabilities: Research and Practice, 17(4), 227-241. Summary by Author Available

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2001

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Ashbaker, B.Y., & Morgan, J. (2001). Growing roles for teachers' aides. Education Digest, 66(7), 60-65. Available online at www.eddigest.com Summary Available

Beale, E. W. (2001). Analysis of state standards for paraprofessionals. Journal of Instructional Psychology, 28, 244-248.

Bernstorf, E. D. (2001). Paraprofessionals in music settings. Music Educators Journal, 87(4), 36-40. Summary Available

Carroll, D. (2001, November/December). Considering paraeducator training, roles, and responsibilities. Teaching Exceptional Children, 34(2), 60-64. Summary Available

Daniels, V.I. & McBride, A. (2001). Paraeducators as critical team members: Redefining roles and responsibilities. NASSP Bulletin, 85(623), 66-74. Summary Available

French, Nancy K. (2001). Supervising paraprofessionals: A survey of teacher practices. The Journal of Special Education 35, 41-53. Summary Available

Gerber, S.B., Finn, J.D., Achilles, C.M., & Boyd-Zaharias, J. (2001). Teacher aides and students' academic achievement. Educational Evaluation and Policy Analysis,23(2), 123-143. Abstract from Article

Gerlach, K. (2001). Let's team up: A checklist for paraeducators, teachers, and principals. Washington, DC: National Education Association of the United States. Summary Available

Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2001). Teacher engagement with students with disabilities: Differences based on paraprofessional service delivery models. Journal of the Association for Persons with Severe Handicaps, 26, 75-86. Summary Available and Full Text Available in PDF Format. This article is posted with the permission of TASH, for more information go to www.tash.org

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.Summary Available and Full Text Available in PDF Format. Posted with permission of the Council for Exceptional Children www.cec.sped.org

Giangreco, M.F., Edelman, S.W., Broer, S.M., & Doyle, M.B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68, 45-63 Abstract Available and Full Text Available in PDF Format. Posted with permission of the Council for Exceptional Children www.cec.sped.org

IDEA Partnerships (December, 2001). IDEA partnerships paraprofessional initiative: Report to the U.S. Department of Education, Office of Special Education Programs. Arlington, VA: Council for Exceptional Children - ASPIIRE. Full text available on line

Killoran, J., Templeman, T. P., Peters, J., & Udell, T. (2001) Identifying paraprofessional competencies for early intervention and early childhood special education.  Teaching Exceptional Children, 34(1), 68-73. Summary Available

Lacey, P. (2001). The role of learning support assistants in the inclusive learning of pupils with severe and profound learning difficulties. Educational Review, 53(2), 157-167. Summary Available

Logan, A. (2001). Collaboration between teachers and special needs assistants in mainstream primary schools. REACH Journal of Special Needs Education in Ireland, 15(1), 33-42. Summary Available

McNally, R. D., Cole, P.G., & Waugh, R. F. (2001). Regular teachers' attitudes to the need for additional classroom support for the inclusion of students with intellectual disability. Journal of Intellectual and Developmental Disability, 26, 257-273.

Minondo, S., Meyer, L.H., & Xin, J.F. (2001). The role and responsibilities of teaching assistants in inclusive education: What's appropriate. The Journal of the Association for Persons with Severe Handicaps, 26,(2) 114-119. Summary Available and Full Text Available in PDF Format. This article is posted with the permission of TASH, for more information go to www.tash.org

Morgan, J., & Ashbaker, B.Y. (2001). A teacher's guide to working with paraeducators and other classroom aides. Alexandria, VA: Association for Supervision and Curriculum Development. Content Information Available

Morgan, J., & Ashbaker, B.Y. (2001). 20 ways to work more effectively with your paraeducator. Intervention in School and Clinic, 36(4), 230-231. Summary Available

Mueller, P.H., & Murphy, F.V. (2001). Determining when a student requires paraeducator support. TEACHING Exceptional Children, 33(6), 22-27.

Rea, P. (January 2001). Paraprofessionals: Training for success. Quinlan's Special Education Law Bulletin, 7(1), 1-2. Summary Available

Riggs, C.G. (2001, January/February). Ask the paraprofessionals: What are your training needs? TEACHING Exceptional Children, 33(3), 78-83. Summary Available

Riggs, C. G., & Mueller, P.H. (2001). Employment and utilization of paraeducators in inclusive settings. Journal of Special Education 35(1), 54-62. Abstract and Summary Available

Russotti, J. & Rona, S. (2001). In-service training for teacher assistants and others who work with students with visual impairments. Journal of Visual Impairment & Blindness, 95(8), 483-487. Summary Available

Schepis, M. M., Reid, D. H., Ownbey, J., & Parsons, M. B. (2001). Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool. Journal of Applied Behavior Analysis, 34, 313-327.

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. Summary Available

Wallace, T., Shin, J., Bartholomay, & T., Stahl, B. (2001). Knowledge and skills for teachers supervising the work of paraprofessionals. Exceptional Children, 67, 520-533. Summary Available

Werts, M.G., Zigmond, N., & Leeper, D.C. (2001) Paraprofessional proximity and academic engagement: Students with disabilities in primary aged classrooms. Education and Training in Mental Retardation and Developmental Disabilities, 36(4). 424-440. Summary Available

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2000

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Allred, D. M., Morgan, J., & Ashbaker, B. Y. (2000). Available but not accessed: Resources to enhance paraeducators’ skills and knowledge. Theories and Practices in Supervision and Curriculum 11, 68-63. Summary Available

Ashbaker, B.& Morgan, J. (2000, January). Bilingual paraeducators: What we can learn from Rosa. NASSP Bulletin, 84(612), 53-56. Summary Available

Downing, J.E., Ryndak, D.L., & Clark, D. (2000). Paraeducators in inclusive classrooms.  Remedial and Special Education, 21(3), 171-181.  Summary Available

Dover, W. (2000). The classroom teacher's guide for working with paraeducators: Video. National Professional Resources, Inc. Summary Available

Drecktrah, M.E. (2000, Spring). Preservice teachers' preparation to work with paraeducators. Teacher Education and Special Education, 12(2), 157-164. Summary Available

Farrell, P., Balshaw, M., & Polat, F. (2000). The work of learning support assistants in mainstream schools: Implications for school psychologists. Educational and Child Psychology, 17(2), 66-76. Summary Available

Fluery, M. L. (2000). Confidentiality issues with substitutes and paraeducators. TEACHING Exceptional Children, 33(1), 44-45. Summary Available

French, N. K. (2000). Topic #3: Taking time to save time: Delegating to paraeducators. TEACHING Exceptional Children, 32(3), 79-83. AskERIC Abstract Available

Jenkins, J.R., Vadasy, P.F., Firebaugh, M., & Profilet, C. (2000). Tutoring first-grade struggling readers in phonological reading skills. Learning Disabilities Research and Practice, 15, 75-84.

Katsiyannis, A., Hodge, J., & Lanford, A. (2000). Paraeducators: legal and practice considerations. Remedial and Special Education, 21(5), 297-304. Summary Available

Lasater, M. W., Johnson, M. M., & Fitzgerald, M. (2000). Completing the education mosaic: Paraeducator professional development options. Teaching Exceptional Children, 33(1), 46-51.
Summary Available

Morgan, J., Ashbaker, B.Y., & Allred, D. (2000). Providing training for paraeducators: What motivates them to attend? The Researcher: A Publication of the Northern Rocky Mountain Educational Research Association 15(1), 50-55. Abstract and Summary Available

Morgan, J., Ashbaker, B.Y., & Forbush,D. (2000, November/December). Special helpers. American School Board Journal, 187(1), 54-56. Summary Available

O'Shaughnessy, T. E., & Swanson, L. (2000). A comparison of two reading interventions for children with reading disabilities. Journal of Learning Disabilities, 33, 257-277. Summary Available

Rose, R. (2000). Using classroom support in the primary school: A single case study. British Journal of Special Education, 27(4), 191-196. Summary Available

Singh, P. (2000). Local and official forms of symbolic control: An Australian case study of the pedagogic work of para-educational personnel. International Journal of Inclusive Education, 4(1), 3-21. Summary Available

Vadasy, P.F., Jenkins, J.R., & Poole, K. (2000). Effects of tutoring in phonological and early reading skills on students at risk for reading disabilities. Journal of Learning Disabilities, 33, 579-590. Summary by Author Available

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1999

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Brown, L., Farrington, K., Ziegler, M., Knight, T., & Ross, C. (1999). Fewer paraprofessionals and more teachers and therapists in educational programs for students with significant disabilities. Journal of the Association for Persons with Severe Handicaps, 24(4), 250-253. Summary Available and Full Text Available in PDF Format. This article is posted with the permission of TASH, for more information go to www.tash.org

French, N.K. (1999). Topic #1 Paraeducators: Who are they and what do they do? TEACHING Exceptional Children, 32(1), 65-69. Summary Available

French, N. K. (1999). Topic #2 Paraeducators and teachers: Shifting roles. TEACHING Exceptional Children, 32(2), 69-73. Summary Available

French, N.K., & Chopra, R. (1999). Parent perspectives on the roles of paraprofessionals. Journal of the Association for Persons with Severe Handicaps, 24(4), 259-272. Summary Available and Full Text Available in PDF Format. This article is posted with the permission of TASH, for more information go to www.tash.org

Freschi, D.F. (1999). Guidelines for working with one-to-one aides. TEACHING Exceptional Children, 31(4), 42-47. Summary Available

Giangreco, M. F., Broer S. M., & Edelman, S. W. (1999). The tip of the iceberg: Determining whether paraprofessional support is needed for students with disabilities in general education settings. Journal of the Association for Persons with Severe Handicaps, 24(4), 281-291. Summary Available and Full Text Available in PDF Format This article is posted with the permission of TASH, for more information go to www.tash.org

Giangreco, M.F., CichoskiKelly, E., Backus, L., Edelman, S., Broer, S., CichoskiKelly, C., & Spinney, P. (1999, March). Developing a shared understanding: Paraeducator supports for students with disabilities in general education. TASH Newsletter, 25(1), 21-23. Available in its Entirety. Posted with permission of TASH, www.tash.org.

Jerwood, L. (1999). Using special needs assistants effectively. British Journal of Special Education, 26(3), 127-129. Summary Available

Marks, S.U., Schrader, C., & Levine, M. (1999). Paraeducator experiences in inclusive settings: Helping, hovering, or holding their own? Exceptional Children, 65(3), 315-328. Summary Available

National Joint Committee on Learning Disabilities. (1999). Learning disabilities: Use of paraprofessionals. Learning Disabilities Quarterly, 22(1), 23-30. Summary Available also Available in its Entirety Posted with permission of the Council for Learning Disabilities, www.cldinternational.org.

Palladino, P., Cornoldi, C., Vianello, R., Scruggs, T. & Mastropieri (1999). Paraprofessionals in Italy: Perspectives from an inclusive country. Journal of the Association for Persons with Severe Handicaps, 24(4), 254-258. Summary Available and Full Text Available in PDF Format. This article is posted with the permission of TASH, for more information go to www.tash.org

Parsons, M.B., & Reid, D.H. (1999). Training basic teaching skills to paraeducators of students with severe disabilities: A one-day program. TEACHING Exceptional Children, 31(4), 48-55. Summary Available

Pickett, A. L. (1999). Strengthening and supporting teacher/provider-paraeducator teams: Guidelines for paraeducator roles, supervision, and preparation. New York, New York: City University of New York, National Resource Center for Paraprofessionals in Education and Related Services. Summary Available

Potter, C.A. & Richardson, H.R. (1999). Facilitating classroom assistants' professional reflection through video workshops. British Journal of Special Education 26 (1), 34-36. Summary Available

Rogan, P., & Held, M. (1999). Paraprofessionals in job coach roles. Journal of the Association for Persons with Severe Handicaps, 24(4), 273-280. Summary Available and Full Text Available in PDF Format. This article is posted with the permission of TASH, for more information go to www.tash.org

Rueda, R. & DeNeve, C. (1999), How paraeducators build cultural bridges in diverse classrooms. Reaching Today's Youth: The Community Caring Journal, vol. 3(2), 53-55. Summary Available

Shukla, S., Kennedy, C.H., & Cushing, L.S. (1999). Intermediate school students with severe disabilities: Supporting their education in general education classrooms. Journal of Positive Behavior Interventions, 1(3), 130-140. Summary Available

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1998

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Demchak, M. A. & Morgan, C.R. (1998).  Effective collaboration between professionals and paraprofessionals.  Rural Special Education Quarterly, 17 (1), 10-15.  Summary Available

Ernsperger, L.A. (1998, Summer). Using a paraeducator to facilitate school reentry. Reaching Today’s Youth: Community Circle of Caring Journal, 2(4), 9-12. Summary Available

French, N. K. (1998). Paraprofessional Academy. Denver, CO: University of Colorado at Denver, Center for Collaborative Educational Leadership. Summary Available

French, N. K. (1998). Working together: Resource teachers and paraeducators. Remedial and Special Education, 19, 357-368. Summary Available

Hadadian, A., & Yssel, N. (1998). Changing roles of paraeducators in early childhood special education. Infant-Toddler Intervention, 8(1), 1-9. Summary Available

Kotkin, R. (1998). The Irvine paraprofessional program: Promising practice for serving students with ADHD. Journal of Learning Disabilities, 31(6), 556-564.

LeTendre, M.J. (1998). Paraprofessionals: A resource for tomorrow's teachers. Journal of Education for Students Placed At Risk, 3(2), 107-110. Summary Available

Maag, J. W., Vasa, S. F., & Reid, R. (1998). Frequency of interventions used by paraeducators with students with emotional and behavioral disorders. Psychological Reports, 82, 1121-1122.

Morgan, J., Ashbaker, B.Y., & Forbush, D. (1998). Strengthening the teaching team: Teachers and para-professionals build their team power. Support for Learning (British Journal of Learning Support), 13(3), 115-117.

O'Connor, J., & French, R. (1998). Paraprofessionals' attitudes toward inclusion of students with disabilities in physical education. Perceptual and Motor Skills, 86, 89.

Steckelberg, A.L., & Vasa, S.F. (1998). How paraeducators learn on the web. TEACHING Exceptional Children, 30(5), 54-59. Summary Available

Villegas, A.M., & Clewell, B.C. (1998). Increasing teacher diversity by tapping the paraprofessional pool. Theory Into Practice, 37(2), 121-130. Summary Available

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1997

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French, N. K., & Pickett, A.L. (1997). Paraprofessionals in special education: Issues for teacher educators. Teacher Education and Special Education, 20(1), 61-73. Summary Available

Giangreco, M.F., Edelman, S., 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. Summary Available or Full Text Available in PDF Format. Posted with permission of the Council for Exceptional Children www.cec.sped.org

Hall, L.J., & Macvean, M.L. (1997). Increases in the communicative behaviors of students with cerebral palsy as a result of feedback to, and the selection of goals by, paraprofessionals. Behaviour Change, 14(3), 174-184. Summary Available

Hansen, D. (1997). Use of focus-group needs assessment for planning paraprofessional staff development in Iowa's education settings. Journal of Children's Communication Development, 18(1), 81-90. Summary Available

Hilton, A., & Gerlach, K. (1997). Employment, preparation and management of paraeducators: Challenges to appropriate services for students with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 32, 71-77. Summary Available

Johnson, M.M., Lasater, M.W., & Fitzgerald, M.M. (1997). Paraeducator: Not just an aide. Journal of Staff Development, 18(1), 6-11. Summary Available

Macvean, M.L., & Hall, L.J. (1997). The integration assistant: Benefits, challenges and recommendations. Australian Disability Review, 2/97, 3-9. Summary Available

Margerison, A. (1997). Class teachers and the role of classroom assistants in the delivery of special educational needs. Support for
Learning, 12
(4), 166-169.

Morgan, J., & Hofmeister, A.M. (1997). Staff development curricula for the paraeducator: Observations from the research. CASE in Point 10(2), 37-41. Abstract available

Nittoli, J.M., & Giloth, R.P. (1997). New careers revisited: Paraprofessional job creation for low-income communities. Social Policy, 28(2), 44-61. Summary Available

Pickett, A.L., & Gerlach, K. (1997). Supervising paraeducators in school settings: A team approach. Austin, TX: Pro-Ed. Summary Available

Radaszewski-Byrne, M. (1997). Issues in the development of guidelines for the preparation and use of speech-language paraprofessionals and their SL supervisors working in education settings. Journal of Children's Communication Development, 18(1), 5-22. Summary Available

U.S. Department of Education (1997). Roles for education paraprofessionals in effective schools: An idea book. Washington, DC: Author. Summary Available

Vadasy, P.F., Jenkins, J.R., Antil, L. R., Wayne, S.K., & O'Connor, R. E. (1997). The effectiveness of one-to-one tutoring by community tutors for at-risk beginning readers. Learning Disabilities Quarterly, 20, 126-139. Summary by Author Available

Vadasy, P.F., Jenkins, J.R., Antil, L. R., Wayne, S.K., & O'Connor, R. E. (1997). Community-based early reading intervention for at-risk first graders. Learning Disabilities: Research and Practice, 12, 29-39. Summary by Author Available

Young, B., Simpson, R., Smith Myles, B., & Kamps, D.M. (1997). An examination of paraprofessional involvement in supporting students with autism. Focus on Autism and Other Developmental Disabilities, 12(1), 31-38, 48. Summary Available

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1996

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Erwin, E. (1996). Meaningful participation in early childhood general education: Exploring the use of natural supports and adaptive strategies. Journal of Visual Impairment and Blindness, 90, 400-411. Summary Available

French, N.K. (1996). A case study of a speech-language pathologist's supervision of assistants in a school setting: Tracy's story. Journal of Children's Communication Development, 18(1), 103-110. Summary Available

Haas, E.M. (1996). Necessity: The mother of intervention. A parent's recommendation for the preparation and use of speech-language paraprofessionals in education settings. Journal of Children's Communication Development, 18(1), 111-114. Summary Available 

Hammeken, P.A. (1996). Inclusion: An essential guide for the paraprofessional. Minnetonka, MN: Peytral Publications. Summary Available

Wadsworth, D. E., & Knight, D. (1996). Paraprofessionals: The bridge to successful full inclusion. Intervention in School and Clinic, 31(3), 166-171. Summary Available

Werts, M G., Wolery, M., Snyder, E., & Caldwell, N. (1996). Teachers' perceptions of the supports critical to the success of inclusion programs. Journal of the Association for Persons with Severe Handicaps, 21(1), 9-21. Summary Available

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1995

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Baskind, S., & Thompson, D. (1995). Using assistants to support the educational needs of pupils with learning difficulties: The sublime or the ridiculous? Educational and Child Psychology, 12, 46-57.

Benshoff, J.J., Eckert, J.M., Riggar, T.F., & Taylor, D.W. (1995). Parameters of paraprofessionalism: Exploring the myths and realities associated with paraprofessionals in rehabilitation settings. Journal of Rehabilitation Administration, 19, 133-143. Summary Available

Hall, L.J., McClannahan, L.E., & Krantz, P.J. (1995). Promoting independence in integrated classrooms by teaching aides to use activity schedules and decreased prompts. Education and Training in Mental Retardation and Developmental Disabilities, 30, 208-217. Summary Available

Kennedy, J.H. (1995). Teachers, student teachers, paraprofessionals, and young adults' judgments about the acceptable use of corporal punishment in the rural south. Education and Treatment of Children, 18(1), 53-64. Summary Available

Kotkin, R. A. (1995). The Irvine paraprofessional program: Using paraprofessionals in serving students with ADHD. Intervention in School and Clinic, 30(4), 235-240. Summary Available

Martella, R.C., Marchand-Martella, N.E., Miller, T.L., Young, K.R., & Macfarlane, C.A. (1995). Teaching instructional aides and peer tutors to decrease problem behaviors in the classroom. Teaching Exceptional Children, 27(2), 53-56. Summary Available

Salzberg, C.L., & Morgan, J. (1995). Preparing teachers to work with paraeducators. Teacher Education and Special Education, 18, 49-55. Summary Available

Welch, M., Richards, G., Okada, T., Richards, J., & Prescott, S. (1995). A consultation and paraprofessional pull-in system of service delivery: A report on student outcomes and teacher satisfaction. Remedial and Special Education, 16(1), 16-28. Summary Available

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1994

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Boomer, L.W. (1994). The utilization of paraprofessionals in programs for students with autism. Focus on Autistic Behavior, 9(2), 1-9. Summary Available

Harper, V. (1994). Multicultural perspectives in the classroom: Professional preparation for educational paraprofessionals. Action in Teacher Education, XVI(3), 66-78. Summary Available

Palma, G. M. (1994). Toward a positive and effective teacher and paraprofessional relationship. Rural Special Education Quarterly, 13(4), 46-48. Summary Available

Passaro, P. D., Pickett, A. L., Latham, G., & HongBo, W. (1994). The training ands support needs of paraprofessionals in rural and special education. Rural Special Education Quarterly, 13(4), 3-9. Summary Available

Reinoehl, R.B., & Halle, J.W. (1994). Increasing the assessment probe performance of teacher aides through written prompts. Journal of the Association for Persons with Severe Handicaps, 19, 32-42. Summary Available

Watkins, S., Clark, T., Strong, C., & Barringer, D. (1994). The effectiveness of an intervener model of services for young deaf-blind children. American Annals of the Deaf, 139 (4), 404-409. Summary Available

Wolery, M., Martin, C.G., Schroeder, C., Huffman, K., Venn, M.L., Holcombe, A., Brookfield, J., & Fleming, L. (1994). Employment of educators in preschool mainstreaming: A survey of general early educators. Journal of Early Intervention, 18(1), 64-77. Summary Available

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1993

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Clayton, T. (1993). From domestic helper to "assistant teacher": the changing role of the British classroom assistant. European Journal of Special Needs Education, 8(1), 32-44. Summary Available

Elrod, G. F., Insko, L., & Williams, L. (1993). A descriptive study of instructional assistants in rural and remote eastern Oregon: Implications for professional development. Rural Special Education Quarterly, 12 (4), 22-30. Abstract Available

Epanchin, B.C., & Wooley-Brown, C. (1993). A university-school district collaborative project for preparing paraprofessionals to become special educators. Teacher Education and Special Education, 16(2), 110-123. Summary Available

French, N.K., & Cabell, E.A. (1993). Are community college programs for paraeducators feasible? Community College Journal of Reserach and Practice, 17(2), 131-140. Summary Available

Jones, K.H., & Bender, W.N. (1993). Utilization of paraprofessionals in special education: A review of the literature. Remedial and Special Education, 14, 7-14. Summary Available

Martella, R.C., Marchand-Martella, N.E., Macfarlane, C.A., & Young, K.R. (1993). Improving classroom behavior of a student with severe disabilities via paraprofessional training. British Columbia Journal of Special Education, 17, 33-44. Summary Available

Storey, K., Smith, D.J., & Strain, P.S. (1993). Use of classroom assistants and peer-mediated intervention to increase integration in preschool settings. Exceptionality, 4, 1-16. Summary Available

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1992

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Blalock, G., Rivera, D., Anderson, K., & Kottler, B. (1992). A school district/university partnership in paraprofessional training. LD Forum, 17(3), 29-36. Summary Available

Fletcher-Campbell, F. (1992). How can we use an extra pair of hands? British Journal of Special Education, 19(4), 141-143. Summary Available

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1991

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Blalock, G. (1991). Paraprofessionals: Critical team members in our special education programs. Intervention in School and Clinic, 36, 200-214. Summary Available

Coufal, K.L., Steckelberg, A.L., & Vasa, S.F. (1991). Current trends in the training and utilization of paraprofessional in speech and language programs: A report on an eleven-state survey. Language, Speech, and Hearing Services in Schools, 22, 51-59. Summary Available

Lamont, L. L.., & Hill, J. L. (1991). Roles and responsibilities of paraprofessionals in the regular elementary classroom. British Columbia Journal of Special Education, 15(1), 1-24. Summary Available

Morehouse, J.A., & Albright,L. (1991). The training trends and needs of paraprofessionals in transition service delivery agencies. Teacher Education and Special Education, 14(4), 248-256. Summary Available

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1990

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Glang, A., Gersten, R., & Singer, G. (1990). Computer-assisted video instruction in training paraprofessionals to teach brain-damaged clients. Journal of Special Education Technology, 10(3), 137-46. Summary Available

Miramontes, O.B. (1990). Organizing for effective paraprofessional services in special education: A multilingual/multiethnic instructional service model. Remedial and Special Education, 12, 29-36. Summary Available  

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