Electronic Journal for Inclusive Education
Abstract
In a special education program, working with paraprofessionals can be either an asset or a nightmare of tension and conflicting role expectations. As a supervisor of student teachers, the complaint that is heard most often is the difficulty establishing a smooth, coherent working relationship with paraprofessionals in the classroom. Often many school districts do not adequately define the roles and expectations for paraprofessionals and do not provide training and preparation for this position. The purpose of this text is to provide a format and structure for creating just such a working relationship.
Repository Citation
Renick, P. R.
(2001).
Book Review: The Paraprofessional's Guide to the Inclusive Classroom: Working as a Team,
Electronic Journal for Inclusive Education, 1
(5).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
