Paraeducator Support:

SUMMARY

Citation:

Freschi, D.F. (March/April 1999). Guidelines for working with one to one aides. Teaching Exceptional Children, 31(4), 42-45.

Summary Statement:

This article provides guidelines for effective application of paraprofessional services in inclusive settings based on five principles:

1. The ultimate goal is the success of the child in his or her school setting. The relationship with the individual aide is secondary. All activity is subordinate to the goal of success within the classroom setting.
2. The teacher is the educational leader in the classroom; our efforts support this role and responsibility.
3. Communication is essential and must be kept open between teacher and individual aide.
4. The aide, though hired to support a specific child, must work within the entire classroom as a team member for the assignment to be successful for the child.
5. The position of one-to-one aide be considered as a temporary one with an ending in sight. (p. 43)

Issues associated with justifying the assignment of paraprofessionals, training paraprofessionals, fading paraprofessional support, and evaluation of paraprofessional services are examined by posing specific questions. Roles and skill areas of both paraprofessionals and teachers are discussed based on the above principles. Hints for supervisors are provided and list the following areas to consider: interactions of paraprofessionals with students, interactions of teachers with students and paraprofessionals, transition issues, and indicators of over dependency on paraprofessionals by students and teachers.

Summarized by: Steve Broer - May 1999