Electronic Journal for Inclusive Education
Abstract
With increased mandates for providing FAPE, districts are employing paraprofessionals-specifically paraeducators to assist in special education as well as inclusive classrooms. A National Survey was conducted to ascertain paraeducators perceptions regarding their roles with inclusive classes, collaboration with general and special education teachers, responsibilities within the classroom regarding instruction and other management of the daily routines, their beliefs about teaching and training needs. Respondent included 202 paraprofessionals from 34 states with varying degrees of experience and training. Overall, paraprofessionals were positive about their roles in the classroom ad the impact of their work with students with disabilities. More time for collaboration with teachers and additional targeted training in disabilities, behavior management and law were expressed as professional development areas.
Repository Citation
Malian, I. M.
(2011).
Paraeducators Perceptions of Their Roles in Inclusive Classrooms: A National Study of Paraeducators,
Electronic Journal for Inclusive Education, 2
(8).
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
