Programming and Planning within a Multi-Faceted Classroom

Chopra, Ritu V.; Uitto, Denise J.

doi:10.1108/s1479-363620150000004009

Cited by 4 publications

(9 citation statements)

References 33 publications

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“…Recent reports indicate that in 2016, the number of paraeducators serving children with disabilities ages 3–21 (i.e., 488,247) was significantly higher than that of the special education teachers (i.e., 393,732; U.S. Department of Education, 2018). Although paraeducators engage in a wide variety of duties (e.g., clerical, personal care, social/behavioral support, supervision of students), their role has become increasingly instructional over time (Carter, O'Rourke, Sisco, & Pelsue, 2009; Chopra & Uitto, 2015; Fisher & Pleasants, 2012; Garwood, Van Loan, & Werts, 2018; Giangreco & Broer, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Consistent with federal law (IDEA, 2004) and the CEC standards (CEC, 2015), paraeducator supervision has been clearly established within the literature as the ethical responsibility of teachers to ensure high‐quality services to students with disabilities (Causton‐Theoharis, Giangreco, Doyle, & Vadasy, 2007; Chopra & Uitto, 2015; French & Lock, 2002; Pickett, 1986). Many have noted that the effective use of paraeducators relies on the teachers' leadership and ability to integrate paraeducators into the classroom setting (Biggs, Carter, Bumble, Barnes, & Mazur, 2018; Chopra, Sandoval‐Lucero, & French, 2011; Douglas, Chapin, & Nolan, 2016; French & Chopra, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Paraeducator supervision in pre‐service teacher preparation programs: Results of a national survey

Sobeck

Douglas

Chopra

et al. 2020

Psychology in the Schools

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Paraeducators need appropriate supervision and supports from teachers to be effective in their roles contributing to the inclusion and instruction of students with disabilities. However, previous research has demonstrated that teachers are unprepared for their supervisory role and report a lack of meaningful coursework and other learning experiences related to paraeducator supervision in teacher preparation programs they attended. Therefore, to gain insight into current practices in institutions of higher education (IHEs) as they relate to preparing pre‐service special education teachers to work effectively with paraeducators, the authors conducted a national online mixed‐methods survey of teacher educators. The majority of respondents found pre‐service teacher training on paraeducators to be important, but over a third reported that no coursework is allocated for this topic, and the majority shared that pre‐service teachers do not complete any project or assignment related to supervising paraeducators during their preparation program. Several barriers to effectively training pre‐service teachers to support and supervise paraeducators were identified (e.g., time, priority, clarity in the standards, and resources), as well as suggestions for improving preparation programs (e.g., improved coursework, more opportunities within practicum experiences working with paraeducators, and specifying specific content to cover through the standards) are shared. The importance of exposing pre‐service teachers to content specific to managing paraeducators and the need for further clarification of competencies pre‐service teachers need relative to paraeducators is discussed, as well as directions for future research are also offered.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Paraeducator supervision in pre‐service teacher preparation programs: Results of a national survey

Sobeck

Douglas

Chopra

et al. 2020

Psychology in the Schools

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“…In the past three decades, researchers have pointed out that the effective use of paraeducators depends on teacher leadership and the teacher’s ability to integrate paraeducators into the classroom setting (Biggs et al, 2018). However, teacher delegation of tasks to paraeducators and their role as supervisors continues to be an area in education that needs attention (Chopra & Uitto, 2015). Teachers note a lack of competence in paraeducator supervision and attribute this in part to inadequate preservice preparation (Ashbaker & Morgan, 2012; Biggs et al, 2018; Carnahan et al, 2009).…”

Section: Role Of the Paraeducator In The Inclusive Settingmentioning

confidence: 99%

“…Utilizing paraeducators efficiently within instructional service delivery for students with disabilities requires extensive planning (Chopra & Uitto, 2015). Establishing clear roles and expectations (e.g., assist with classroom management) at the start of the school year not only supports incorporation of the paraeducator in the classroom, but it also allows paraeducators to feel a sense of confidence in their skills when it comes to supporting instruction.…”

Section: Establishing a Collaboration Processmentioning

confidence: 99%

“…Although the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA) and mandates of the Every Student Succeeds Act (ESSA, 2015) require that paraeducators are adequately trained and supervised for their specific roles, research consistently highlights that paraeducators often lack the formal preparation and professional development needed to carry out their responsibilities (Chopra & Uitto, 2015; Sobeck & Robertson, 2019). In addition, with a lack of paraeducator supervision-specific content embedded within preservice teacher preparation programs (Biggs et al, 2018; Douglas et al, 2016), teachers report feeling unprepared and uncomfortable in their supervisory roles (Douglas et al, 2016; Fisher & Pleasants, 2012).…”

mentioning

confidence: 99%

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Working With Paraeducators: Tools and Strategies for Planning, Performance Feedback, and Evaluation

Yates

Chopra

Sobeck

et al. 2020

Intervention in School and Clinic

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With continued emphasis on inclusive practices, paraeducators are increasingly relied upon as an integral part of instructional service delivery for students with disabilities. However, research consistently reveals that the effective use of paraeducators depends largely on teacher leadership and supervision. Currently, few teacher preparation programs offer meaningful coursework pertaining to managing paraeducators, leaving teachers unprepared for their supervisory role upon entering the field. Incorporating paraeducators into the instructional planning and delivery process requires that several considerations be made. This column shares several recommendations with teachers for designing, implementing, and evaluating the effectiveness of lesson plans that incorporate paraeducators in the inclusive setting. A lesson plan template is provided and discussed, and guidance is provided for teaching paraeducators evidence-based practices (EBPs) using behavioral skills training and supporting them in using EBPs during instruction.

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