Boomer, L.W. (1994). The utilization of paraprofessionals in programs for students with autism. Focus on Autistic Behavior, 9(2), 1-9.
This article points out that paraprofessionals have been involved in serving students with disabilities for nearly two centuries (documented since the work of Itard). It traces some of the historical changes in the roles of paraprofessionals to the present day. The article describes three roles of paraprofessionals, particularly as they relate to students with disabilities. These include the paraprofessional as: (a) "Data Manager", (b) "Integration Facilitator", and (c) "Functional Skills Facilitator". Secondly, the article discusses three "current myths regarding the roles and responsibilities of paraprofessionals in light of changing service delivery systems" (p.2). These myths are identified as: Myth 1: "Students with autism require constant, one-to-one supervision by a paraprofessional" Myth 2: "Paraprofessionals should be able to work independently" Myth 3: "The paraprofessional will make the special education teacher's job easier"
Summarized by: Michael F. Giangreco - July 1999