Inequities in education perpetuate disproportionality. Reform should stress the reexamination of policies and practices that produce these inequities. Variables affecting disproportionate minority representation in gifted and special education programs are addressed, including the definition of ethnicity, disability categories, and special education knowledge producers. Historical research synthesis providing an in-depth chronology of past reform efforts, current trends, proposed solutions, legislation and litigation, and statistical outcomes for various minority groups is stressed.
This article provides an overview of the changing and expanding roles of paraeducators, notes the importance of paraeducators as critical team members, offers several ideas that teachers can use to enhance the use of paraeducators in the classroom, and provides some insights for school principals about the benefits of paraeducators and some legal and ethical considerations in their use. Future role definition, function, and opportunities for paraeducators are discussed.
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