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College of Education and Social Services Faculty Publications

Paraprofessionals

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Full-Text Articles in Education

Final Report: Project Evolve (Expanding And Validating Options For Learning Through Variations In Education)., Michael Giangreco Jan 2008

Final Report: Project Evolve (Expanding And Validating Options For Learning Through Variations In Education)., Michael Giangreco

College of Education and Social Services Faculty Publications

Final Report of Project EVOLVE (Expanding and Validating Options for Learning in Education). The project developed and field-tested alternatives to inappropriate utilization or overreliance on paraprofessionals.


Final Report: Paraprofessional Support Of Students With Disabilities In General Education, Michael F. Giangreco Oct 2003

Final Report: Paraprofessional Support Of Students With Disabilities In General Education, Michael F. Giangreco

College of Education and Social Services Faculty Publications

This final report provides information about a model demonstration project (CFDA 84.324M) funded by the U.S. Department of Education, Office of Special Education Programs. The project titled, Paraprofessional Supports for Students with Disabilities in General Education Settings, was awarded to the Center on Disability and Community Inclusion (UCEDD) at the University of Vermont and operated between October 1998 and September 2003. This project addressed an important need of national significance, namely the development, implementation, and evaluation of a model to advance the effective use of paraprofessionals to support students with disabilities in general education classes. The model includes a ten …


Guidelines For Selecting Alternatives To Overreliance On Paraprofessionals, Michael F. Giangreco, Stephen M. Broer Psyd Mar 2003

Guidelines For Selecting Alternatives To Overreliance On Paraprofessionals, Michael F. Giangreco, Stephen M. Broer Psyd

College of Education and Social Services Faculty Publications

The Guidelines for Selecting Alternatives to Overreliance on Paraprofessionals is a field-tested schhol-based planning process. Support for the preparation of this article was provided by the United States Department of Education, Office of Special Education and Rehabilitative Services under the funding category, Model Demonstration Projects for Children and Youth with Disabilities, CFDA 84.324M (H324M02007), awarded to the Center on Disability and Community Inclusion at the University of Vermont. The contents of this document reflect the ideas and positions of the authors and do not necessarily reflect the ideas or positions of the U.S. Department of Education; therefore, no official endorsement …


Alternatives To Overreliance Or Inappropriate Utilization Of Paraprofessionals In Special Education, Michael F. Giangreco, Stephen M. Broer Psyd Feb 2003

Alternatives To Overreliance Or Inappropriate Utilization Of Paraprofessionals In Special Education, Michael F. Giangreco, Stephen M. Broer Psyd

College of Education and Social Services Faculty Publications

This article describes 12 alternatives to overreliance or Inappropriate utilization of paraprofessionals in special education based utilization in American schools. Support for the preparation of this article was provided by the United States Department of Education, Office of Special Education Programs, under the funding category, Model Demonstration Projects for Children and Youth with Disabilities, CFDA 84.324M (Project EVOLVE, H324M02007), awarded to the Center on Disability and Community Inclusion at the University of Vermont. The contents of this paper reflect the ideas and positions of the authors and do not necessarily reflect the ideas or positions of the U.S. Department of …


The Paraprofessional Conundrum: Why We Need Alternative Support Strategies, Michael F. Giangreco, Stephen M. Broer Psyd Oct 2002

The Paraprofessional Conundrum: Why We Need Alternative Support Strategies, Michael F. Giangreco, Stephen M. Broer Psyd

College of Education and Social Services Faculty Publications

This four-page article describes a conundrum facing schools utilizing paraprofessionals to support students receiving special education. It considers three factors: (a) asked to engage in teacher-type instructional roles, (b) trained and supervised for teacher-type instructional roles, and (c) compensation commensurate with teacher-type instructional roles across six combinations. Regardless of whether or not the factors are present or not it often leads to series of undesirable outcomes. The article suggest a series of alternatives.


Final Report: Model For Paraprofessional And Supervisor Training Designed To Meet The Needs Of Students With Disabilities In General Education Settings, Michael F. Giangreco Sep 2002

Final Report: Model For Paraprofessional And Supervisor Training Designed To Meet The Needs Of Students With Disabilities In General Education Settings, Michael F. Giangreco

College of Education and Social Services Faculty Publications

This final report provides information about a project of national significance funded by the U.S. Department of Education, Office of Special Education Programs. The project titled, Model for Paraprofessional and Supervisor Training Designed to Meet the Needs of Students with Disabilities in General Education Settings, was awarded to the Center on Disability and Community Inclusion (UCEDD) at the University of Vermont. The primary purpose of the project was to develop training materials that could be used to provide entry-level and more advanced training for paraeducators who assist in the delivery of special education in inclusive schools and classrooms. The project …


A Guide To Schoolwide Planning For Paraeducator Supports, Michael F. Giangreco, Susan W. Edelman Edd, Stephen M. Broer Psyd Jun 2001

A Guide To Schoolwide Planning For Paraeducator Supports, Michael F. Giangreco, Susan W. Edelman Edd, Stephen M. Broer Psyd

College of Education and Social Services Faculty Publications

A Guide to Schoolwide Planning for Paraeducator Supports is a field-tested, schoolwide planning tool designed to improve the quality of paraprofessional supports offered in public schools to supports students with disabilities and other identified support needs. Support for the preparation of this article was provided by the United States Department of Education, Office of Special Education and Rehabilitative Services under the funding category, Model Demonstration Projects for Children and Youth with Disabilities, CFDA 84.324M (H324M980229), awarded to the Center on Disability and Community Inclusion at the University of Vermont. The contents of this paper reflect the ideas and positions of …


Developing A Shared Understanding: Paraeducator Supports For Students With Disabilities In General Education, Michael Giangreco, Eileen Cichoskikelly, Linda Backus, Susan W. Edelman, Priscilla Tucker, Stephen M. Broer, Christopher Cichoskikelly, Pam Spinney Mar 1999

Developing A Shared Understanding: Paraeducator Supports For Students With Disabilities In General Education, Michael Giangreco, Eileen Cichoskikelly, Linda Backus, Susan W. Edelman, Priscilla Tucker, Stephen M. Broer, Christopher Cichoskikelly, Pam Spinney

College of Education and Social Services Faculty Publications

In order for groups of people to become effective teams it is vital that they develop a shared understanding of the underlying beliefs, values, and principles that will guide their work together. This shared understanding evolves over time as members learn about each other, spend time together, and engage in the work of their group. Having a shared understanding provides a basic structure within which teams: • develop common goals; determine actions that will lead toward the attainment of their goals; ensure that their actions are consistent with their beliefs; and judge whether their efforts have been successful.