"Developing a Shared Understanding..."
(Giangreco, et al., 1999)
The Additional Resources Listed Below Relate Directly to Statement #13:
When administrators are making work assignments and re-assignments to meet students' educational needs, it is advisable to gain input directly from paraeducators and other team members (e.g., parents, teachers, special educators, related services providers) to understand factors that may influence job performance, job satisfaction, and reduce burn-out (e.g., variety of duties; interpersonal dynamics; individual skills and interests; longevity with a particular student).
Non Data-Based Literature
Data-Based Literature
Training Materials
Ideas From the Field
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
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 Available
None Available at This Time
None Available at This Time
Ideas from the field were generated and put into practice by school teams who
used the the tool,
"A Guide to Schoolwide Planning for Paraeducator Supports"
Para-Educator Job Reassignment Checklist; Source: Essex Elementary School, Essex Junction, VT, September, 2000 (Reprinted with permission)
A complete list of Selected Paraeducator References 1990 - 2001 with summaries is also available.
Last modified February 14 2008 11:20 AM
