Education Commons^™

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

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

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 …

Parent Voices : A Study Of The Early Intervention, Cpse And Cse Experiences And Perceptions Of Parents Of Children With Autism Spectrum Disorders, Suzy Jensen

Graduate Student Independent Studies

In recent years the number of children diagnosed with Autism Spectrum Disorders (ASD) has skyrocketed. In New York City this influx of children needing special services and special education has coincided with changing special education priorities and a major overhaul of the public school system. Added to this has been a lack of knowledge or agreement about the most effective interventions and teaching approaches for children with these disorders.

Six parents, each with a child aged five to nine-years-old with an ASD diagnosis, were interviewed and asked to describe their experiences with Early Intervention, and with CPSE and CSE interactions, …

The Classroom And Beyond: The Teacher's Role In Collaboration For Children With Emotional And Behavioral Disorders, Sarah Altman

Graduate Student Independent Studies

While many interventions have been used to help children with emotional and behavioral problems, outcomes for children with emotional and behavioral disturbances continue to be poor. Identifying teachers as essential collateral participants in evidence-based, systems approaches to addressing the needs of children with emotional and behavioral problems, this manual is offered as a guide for members of the education community. Teacher cooperation with empirically supported interventions, interagency collaboration, and programs that accept families as equal partners, have all been clearly supported by research and this collaborative role is discussed in light of relevant literature. Exploring the issues related to emotional …

The Special Education Administrator: Job Satisfaction, Workload And Turnover, Mary Lynn De Pierro

Seton Hall University Dissertations and Theses (ETDs)

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Fixing The Hole In The Pipe : Moving Beyond Prereferral Toward Changing The System, Jean T. Papandrea

Dissertations

Problem

Too many students in school districts across the nation fail and are inappropriately referred for special education classification and services, when, in reality, they are not disabled, but are casualties of systems that do not have appropriate instructional intervention and support systems in place. This study explores the outcomes of an Instructional Support system called the 7 SHARE Initiative. Essential system components are: (a) Instructional Support Teachers (ISTs) in each school, (b) Curriculum-Based Assessment as developed by Edward E. Gickling, (c) direct instruction of strategies to students, and (d) modeling strategies for teachers to implement in class-wide applications.

Method …

An Inquiry Into Gardner's Theory Of Multiple Intelligences And Strengths Of Students Placed In Special Education Under Mildly Disabled Categories, Kathryn Sandiford Harrell

Legacy ETDs

This study explored the strengths displayed by 4th-5th grade students placed in special education under mildly disabled categories as compared to the intelligences defined by Howard Gardner in his Theory of Multiple Intelligences (Gardner, 1983, 1999). These categories consist of Specific Learning Disabilities (SLD) and Mildly Intellectually Disabled (MUD). Critics maintain that special education has been focused on the weaknesses of students while overlooking their strengths (Miller, 1993; Armstrong, 2000). Under new legislation and new performance goals for special education, the time has come to focus on students' strengths and equal opportunities for students to learn the curriculum mandated by …