Utilization of Paraprofessionals in Special Education

Jones, Karen H.; Bender, William N.

doi:10.1177/074193259301400103

Cited by 62 publications

(48 citation statements)

References 16 publications

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“…The literature is mostly descriptive in nature, and focuses on roles and responsibilities, as well as orientation and training. Only a few empirical studies, many outdated or lacking adequate controls, inquired about outcomes for students (Giangreco & Doyle, 2002;Giangreco, Edelman, & Broer, 2001a;Jones & Bender, 1993). Available findings show no clear empirical evidence to support claims of effectiveness of paraprofessional services to improve student achievement (Giangreco et al, 2001a;Gerber, Finn, Achilles, & Boyd-Zaharias, 2001).…”

Section: Evaluation and Effectiveness Of Paraprofessionalsmentioning

confidence: 94%

“…Nonetheless, the number of paraprofessionals in special and inclusion classrooms is rapidly increasing, and recent estimates suggest that over 600,000 paraprofessionals currently work in schools nationwide (Gerber et al, 2001). The appraisal of paraeducators' work by parents, students, teachers, administrators, and paraprofessionals themselves (Sullivan, 1998) is unequivocally supportive and favors the utilization of paraprofessionals especially for students with moderate to severe disabilities (Jones & Bender, 1993;Marks, Schrader, & Levine, 1999). This relative satisfaction with paraprofessionals may be related to teachers' perception of being supported in the classroom, and administrators' hopes for less staff turnover (Sullivan, 1998).…”

Section: Evaluation and Effectiveness Of Paraprofessionalsmentioning

confidence: 95%

“…Subsequently, many training, supervision or certification issues are unresolved despite the general agreement of state education officials that pre-service and in-service training as well as certification are desirable (Jones & Bender, 1993;Sullivan, 1998). In most states paraeducators are hired without training, or certification (Jones & Bender, 1993). Only six states and the District of Columbia provide formal training plans for school districts (Gerber et al, 2001).…”

Section: Qualifications Training and Supervision Of Paraprofessionalsmentioning

confidence: 98%

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Lessons from the Research on Paraprofessionals for Attendant Care in Children’s Mental Health

Walter

Petr

2006

Community Ment Health J

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This article summarizes literature about paraprofessionals who assist children or families in the areas of mental health, education, or early childhood education, and focuses on three main questions: How effective are paraprofessionals?; what are the common and appropriate roles and responsibilities of paraprofessionals?; and what qualifications, training, and supervision are needed for paraprofessionals? Implications are inferred for a burgeoning new form of paraprofessional services: attendant care in community based mental health services for children. Lessons from existing literature can help mental health administrators and clinical supervisors at state and local levels to select, train, supervise, and evaluate attendant care workers.

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Section: Evaluation and Effectiveness Of Paraprofessionalsmentioning

confidence: 94%

Section: Evaluation and Effectiveness Of Paraprofessionalsmentioning

confidence: 95%

Section: Qualifications Training and Supervision Of Paraprofessionalsmentioning

confidence: 98%

See 1 more Smart Citation

Lessons from the Research on Paraprofessionals for Attendant Care in Children’s Mental Health

Walter

Petr

2006

Community Ment Health J

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“…The paraprofessionals have been found to have varying roles and responsibilities dependent on their experience and the dictates of the school in which they work. Many paraprofessionals have found that they are the front line workers with their students and the liaison between teacher and parent (Jones & Bender, 1993). They may sometimes advocate for the child, yet they frequently are left out of staff meetings or program planning team meetings.…”

Section: The Findings Of Other Researchersmentioning

confidence: 98%

A learning experience: case study of an integrated resource teacher

DiGiorgio¹

2004

Westminster Studies in Education

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This article looks at a year in the life of a special education teacher. The author reflects on her debut as an inclusion specialist in 1996 and gives an in-depth study of how her training, previous experience and approach to teaching was put to the test in a new educational environment. This piece explores the challenges that resource teachers and other special educators may face in the light of recent policies regarding inclusion. The inclusion specialist is required to be a teacher, manager, liaison, trainer and more, as she/he learns to get the maximum from students and co-workers in what is often an already strained workplace. Personal narrative is tied to the literature and, through hindsight, the author relates the change that took place as experience was melded with study and reflection. The result is a portrayal of how a change of policy can affect an individual teacher and researcher, as well as a whole school, and provides an uncommon research approach to the field of research into inclusivity.

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“…• Les AE représentent le personnel auxiliaire le moins qualifié auprès d'élèves dont les difficultés d'adaptation sont les plus complexes (Carter, O'Rourke, Sisco et Pelsue, 2009;Chopra, Sandoval-Lucero, Aragon, Bernal, Berg De Balderas et Carroll, 2004;Jones et Bender, 1993;Katsiyannis, Hodge et Lanford, 2000). • Dans certains milieux scolaires, les méthodes d'intervention des AE tendent à faire plus de tort que de bien aux élèves concernés (Angelides, Constantinou et Leigh, 2009;Hardy, 2004;Riggs et Mueller, 2001;Rueda et Deneve, 1999).…”

Section: Tableau 2 Exemples De Responsabilités Ne Relevant Pas Des Funclassified

Les aides-enseignants (AE) : un service utile et controversé en adaptation scolaire

Langevin

Sénéchal

Larivée

2011

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Depuis leur création en 1994, les conseils scolaires francophones de l’Alberta ont élaboré un modèle de service basé sur un recours aux aides-enseignants (AE). Cette façon de faire n’est pas sans conséquence, puisque le recours systématique aux AE demeure un choix de service controversé lorsqu’il s’agit d’accompagner les élèves handicapés ou en difficulté d’adaptation ou d’apprentissage (EHDAA). Cet article souligne les principales raisons de la polémique entourant l’affectation d’AE auprès des élèves identifiés comme EHDAA, notamment dans les écoles francophones de l’Alberta. En conclusion, les auteurs montrent que les problèmes rencontrés par les AE ne résident pas tant dans la nature de leur travail que dans la façon dont les directeurs d’établissement et les enseignants traitent avec eux. Enfin, les auteurs proposent des moyens favorables à un meilleur encadrement de ce personnel auxiliaire qui demeure, somme toute, essentiel dans les milieux ouverts à l’inclusion scolaire.Since their creation in 1994, Alberta’s Francophone school boards have developed a service model for students with handicaps, social maladjustments or learning difficulties (SHSMLD) that relies heavily on the services of teaching aides (TA). This approach is not without its consequences, as the systematic use of TA’s remains a controversial choice of services to offer to SHSMLD. This article attempts to present the main reasons for the controversy surrounding the use of TA’s with SHSMLD, specifically in Alberta’s Francophone schools. In concluding, the authors stress that the problems encountered by TA’s result less from the nature of their work with students than from their dealings with administrators and teachers. The authors offer suggestions for the enhanced use of these auxiliary personnel who are, after all, essential to the functioning of open and inclusive classrooms.Desde su creación en 1994, los consejos escolares francófonos de Alberta han elaborado un modelo de servicios basado en el recurso a los auxiliares docentes (AD). Esta manera de proceder ha tenido repercusiones, ya que el hecho de recurrir sistemáticamente a los AD es una elección de servicios controvertida cuando se trata de acompañar a los alumnos EHDAA. Este artículo subraya las principales razones de la polémica en torno a la afectación de los AD entre alumnos EHDAA, particularmente en las escuelas francófonas de Alberta. En conclusión, los autores muestran que los problemas confrontados por los AD no residen tanto en la naturaleza de su trabajo sino en la manera en que los directores de establecimiento y los maestros transigen con ellos. Finalmente, los autores proponen algunos medios favorables al mejor encuadramiento de ese tipo de personal auxiliar que es, después de todo, esencial en los medios abiertos a la inclusión escolar

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Utilization of Paraprofessionals in Special Education

Cited by 62 publications

References 16 publications

Lessons from the Research on Paraprofessionals for Attendant Care in Children’s Mental Health

Lessons from the Research on Paraprofessionals for Attendant Care in Children’s Mental Health

A learning experience: case study of an integrated resource teacher

Les aides-enseignants (AE) : un service utile et controversé en adaptation scolaire

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