"Developing
a Shared Understanding..."
(Giangreco, et al., 1999)
The Additional Resources Listed Below Relate Directly to Statement #18:
Within the classroom, on a day-to-day basis, the classroom teacher is the instructional leader and interacts directly on an ongoing basis with students who have disabilities. Paraeducators function as a vital support to students under the direction of the teacher and special educators.
Non Data-Based Literature
Boomer, L.W. (1994). The utilization of paraprofessionals in programs for students with autism. Focus on Autistic Behavior, 9(2), 1-9. 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
Demchak, M. A. & Morgan, C.R. (1998). Effective collaboration between professionals and paraprofessionals. Rural Special Education Quarterly, 17 (1), 10-15. Summary Available
Doyle, M. B. (2002). The paraprofessionals guide to the inclusive classroom: Working as a team. (2nd ed.). Baltimore: Paul H. Brooks. Publisher's Summary and Order Form 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
French, N., & Pickett, A. L. (1997). Paraprofessionals in special education: Issues for teacher educators. Teacher Education and SpecialEducation, 20(1), 61-73. Summary Available
French, N. K. (1999). Topic #2 Paraeducators and teachers: Shifting roles. Teaching Exceptional Children, 32(2), 69-73. Summary Available
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. & 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
Hammeken, P.A. (1996). Inclusion: An essential guide for the paraprofessional. Minnetonka, MN: Peytral Publications. 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
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
Jerwood, L. (1999). Using special needs assistants effectively. British Journal of Special Education, 26(3), 127-129. 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
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
Macvean, M.L., & Hall, L.J. (1997). The integration assistant: Benefits, challenges and recommendations. Australian Disability Review, 2/97, 3-9. Summary Available
Miller, C., & Levack, N. (Eds.). (1997). A paraprofessional's handbook for working with students who are visually impaired. Austin: Texas School for the Blind and Visually Impaired. Summary 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
National Joint Committee on Learning Disabilities. (1999, March). Learning disabilities: Use of paraprofessionals. Asha, 41 (Suppl. 19), 37-46. Summary Available also Available in its Entirety
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
Palma, G. M. (1994). Toward a positive and effective teacher and paraprofessional relationship. Rural Special Education Quarterly, 13(4), 46-48. 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
Pickett, A. L.. & Gerlach, K. (Eds.). (1997). Supervising paraeducators in school settings: A team approach. Austin, TX: PRO-ED. Summary Available
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
Salzberg, C. L., & Morgan, J. (1995). Preparing teachers to work with paraeducators. Teacher Education and Special Education, 18, 49-55. Summary Available
U.S Department of Education (1997). Roles of education paraprofessionals in effective schools: An idea book. Washington, DC: Author. 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
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
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
French, Nancy K. (1998). Working together: Resource teachers and paraeducators. Remedial and Special Education, 19, 357-368. Summary Available
French, N.K., & Chopra, R. (1999). Parent perspectives on the roles of paraprofessionals. The Journal of the Association for Persons with Severe Handicaps, 24(4), 259-272. Summary Available
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. 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
Hall, L. J., McClannahan, L. E. & Kranz P. J. (1995). Promoting independence in integrated classrooms by teaching aides to use activity schedule and decreased prompts. Education and Training in Mental Retardation and Developmental Disabilities, 30, 208-217. 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
Lamont, L. L.., & Hill, J. L. (1991). Roles and responsibilities of paraprofessionals in the regular elementary classroom. BC Journal of Special Education, 15(1), 1-24. Summary Available
Marks, S.U., Schrader, C., & Levine, M. (1999). Paraeducator Experiences: Helping, Hovering, or Holding Their Own? Exceptional Children, 65(3), 315-319. 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
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
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"
Questions for Paraeducators to Ask Teachers to Clarify Roles and Responsibilities,
Source: Founders Memorial School, Essex Junction, VT, September, 2000
A complete list of Selected Paraeducator References 1990 - 2001 with
Last modified February 14 2008 11:20 AM
