Effects of the Proximity of Paraeducators on the Interactions of Braille Readers in Inclusive Settings

Abstract

This article reports on a multiple–case study that found a relationship between the proximity of paraeducators and the interactions of students with visual impairments with teachers and sighted students in general education classrooms. More interactions were found with teachers and peers in the classrooms when paraeducators were physically distant from the students. The findings have implications for addressing the roles of and training for paraeducators.

Give them wings to fly: critiquing the Special Needs Assistant scheme through the lens of pupil independence

“…Blatchford and Webster 2018). Such research extends findings from earlier studies, where inappropriate levels of pupil assistance was shown to limit children's skills and perception of control, creating unhealthy dependencies on paraprofessionals (Egilson and Traustadottir 2009;Harris 2011).…”

An examination of teacher–student interactions in inclusive classrooms: teacher interviews and classroom observations

“…A first step in improving this pattern of behaviour may be as simple as requiring paraprofessionals to work with a wider range of students. For example, Harris () found that teachers and peers interacted more with included students with visual impairments when paraprofessionals were physically distant from these children.…”

“…Third, participants struggled with the seemingly unavoidable dilemma of balancing their attention between students who need it most and ensuring that the class as a whole made adequate progress. Finally, as we have seen in a number of previous studies (e.g., Giangreco and Broer, ; Harris, ), both interview and observational findings suggest that paraprofessionals are responsible for a large portion of instruction and curricular decision making for children with severe disabilities in these classrooms.…”

“…However, research has uncovered several challenges regarding the use of paraprofessionals in these settings. For example, studies suggest that overreliance on paraprofessionals may diminish the independence of included students, and decrease contact between students with disabilities and their peers and teachers (Giangreco and Broer, ; Giangreco, Edelman and Broer et al., ; Harris, ).…”

Ideology influencing action: special educational needs co‐ordinator and learning support assistant role conceptualisations and experiences of special needs education in England

“…Research conducted by Alborz, Pearson, Farrell, et al. () and Harris (), for example, suggests that for some pupils with SEN the physical proximity of LSAs could militate against social processes of acceptance by the teacher and among other pupils in the class. One potential consequence of an LSA being assigned to a single pupil – known as the Velcro Model (Gerschel, ) – is the potential for a culture of dependency: the pupil may become emotionally, physically and socially dependent on the LSA, which may result in the pupil becoming further isolated from their age‐peers.…”