This paper summarizes recommendations from a selection of international research literature urging teachers to take the initiative in their own classrooms to invite paraeducators to participate fully as team players in collaborative work. In US classrooms paraeducators (teacher aides/teacher assistants) have long been making valuable contributions in providing education services to students with a variety of needs. The literature documents change in their roles. Legislation has influenced their required qualifications—although legislation still refers to them as paraprofessionals. While some researchers have cast doubt on whether paraeducators are truly effective in their assigned roles, others have warned that the education system is over-reliant on them. In response to this changing perspective, teacher educators must revise programs to better prepare teacher candidates to effectively team with paraeducators. Personnel developers and school administrators must provide inservice training for a generation of teachers who have received little if any training in this area
The traditional classroom staffed by a single teacher is rapidly being replaced by one in which a team of adults collaborate to meet pupil needs. Paraprofessionals are an invaluable resource to teachers, not only in representing extra time spent with individual pupils or an extra pair of hands, but in the experience they bring to the job. Many have few formal qualifications, but a number of states and school districts in the USA have begun to provide training, as have some local education authorities in the UK. The most appropriate and useful format for paraeducator training is on the job. However, few teachers have received training in supervising or providing training to other adults. This article describes an observation and self‐evaluation procedure which enables teachers and paraprofessionals to identify and begin to meet their own professional development needs.
Here are sobering facts: Sexual harassment permeates the culture of American schools. The majority of students report that they have experienced sexual harassment
This study investigated the perceptions of special education teachers about the prevalence and characteristics of sexual harassment among students identified with educational disabilities. Utah special education teachers (250) were randomly selected from the state's database. Fifty-two percent (n = 129) of the surveys were returned. Approximately 92% of respondents reported observing incidents of student-to-student sexual harassment and sexually suggestive behaviors. Although male students were more frequently identified as harassers, similar proportions of males and females were identified as targets of sexual harassment. The most commonly reported behaviors included jokes, rumors of a sexual nature, and name-calling. When special educators observed incidents of sexual harassment, 82% intervened. When confronted, 74% of students immediately stopped their offensive behavior. Suggestions are made to assist special educators in decreasing sexual harassment by accurately identifying behaviors, intervening, and effectively responding.
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