Daniels, V.I. & McBride, A. (2001). Paraeducators as critical team members: Redefining roles and responsibilities. NASSP Bulletin, 85(623), 66-74.
This article addresses the impact and growing importance of paraeducators in the classroom. As paraeducators have moved away from the clerical and monitoring duties, once commonly associated with them, towards instruction and supervision of students, their involvement as critical educational team members has increased.
The positive classroom benefits that occur when teachers and paraeducators interact successfully are discussed. Some examples of successful teacher/paraeducator collaboration cited are the teacher’s ability to delegate and explain tasks to the paraeducator and consistent team meetings planned by the teacher.
Because paraeducators are often community members, they also serve as stable, trustworthy liaisons between the teacher and student and the teacher and parents. Paraeducators often have valuable insight into school attitudes, community attitudes, peer interactions, etc. The paraeducator can provide supplemental, one-on-one instruction to the student, creating a close bond; and help interpret and translate information to the parents.
Daniels and McBride encourage school administrators to recognize the importance of paraeducators as educational team members and to create school environments that support that. The authors also explore the legal and ethical considerations of paraeducator supports in light of the IDEA 1997 reauthorization.
Summarized by: Stephen Doll - January 2002