French, N. K. (1999). Topic #2 Paraeducators and teachers: Shifting roles. Teaching Exceptional Children, 32(2), 69-73.
This article addresses changing roles of both teachers and paraeducators. It discusses these roles, outlines responsibilities and provides practical suggestions for educators and paraeducators.
The article begins by describing the evolution of paraeducators from, essentially, secretaries for teachers to vital, professional assets to both the teacher and the students. The changing role of the teacher from an "I Do" attitude to a "We Do" collaborative approach is demonstrated in both descriptive literature and graphs. This ably demonstrates that a teacher does not give up his or her influence in the classroom, due to the collaborative and consultative relationships that develop between the teacher and paraeducator. By effectively delegating responsibility, the teacher maintains control of the classroom. Time, always a vital commodity to a teacher, is discussed. This article demonstrates that while directing a paraeducator may take up time on the outset, the outcome is actually the freeing up of more time for the teacher to address other classroom needs or issues.
This article discusses three important considerations a teacher must weigh before assigning tasks to paraeducators: legislation, risks and ethics. The responsibilities for risks taken by students and personnel are conveniently and clearly mapped out.
In short, this article guides teachers how to work smarter, not harder, with paraeducators in the classroom.
Summarized by: Stephen Doll
- October 2000