Abstract
As children with severe disabilities are included in regular classrooms, it takes the collaborative efforts of a number of individuals to ensure a successful outcome. The role of the classroom assistant, teacher's aide or 'paraeducator' is an important, but often overlooked one, in this process.
It is evident that in the United States where classroom assistants are known as paraeducators, that they are becoming more responsible for carrying out the objectives of a student's Individualized Education Plan (Demchak & Morgan, 1998; French, 1998; French & Pickett, 1997).
This presentation will provide an overview of the role and responsibilities of the paraeducator who assists teachers including students with severe disabilities in regular classrooms in the United States. The presenter will also examine the issues confronting school districts today, such as the need for in-service training and the development of career ladders for paraedcuators. Information will be taken from the literature and also will include results from the author's study of a school district in Montana, USA.
References:
Demchak, M. & Morgan, C. R. (1998). Effective
collaboration between professionals and paraprofessionals, Rural Special
Education Quarterly, 17, 2, 10-15.
French, N. K. (1998). Working together:
Resource teachers and paraeducators. Remedial and Special Education, 19, 6,
357-368.
French, N. K. & Pickett, A. L. (1997). Paraprofessionals in
special education: Issues for teacher educators, Teacher Education and Special
Education, 20, 1, 61-73.
 |
 |