Hill, C. (2003) The role of instructional assistants in regular classrooms: Are they influencing inclusive practices? Alberta Journal of Educational Research, 49(1), 98-100.
This qualitative study conducted in Winnipeg Canada involved ten regular elementary classrooms located in seven schools. Observations were made in classrooms, which ranged from pre-kindergarten to the sixth grade.
This study reported percentages related to how paraprofessionals spend their time. For example, the amount of time paraprofessionals interacted with students with disabilities and students without disabilities, 71%. Thirty-seven percent of this time was observed to be interacting with students with and without disabilities together and 34% with students without disabilities alone. The author points out an apparent discrepancy between paraprofessionals reporting in the literature that the majority of their time involves the provision of instruction and this study's observation of paraprofessionals providing instruction 46% of the time. The author discusses the importance of paraprofessionals in the inclusion of students with disabilities in regular education classrooms.
Summarized by: Steve Broer- December
2003