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Full-Text Articles in Education
Together We Go Far: Helping Doctoral Scholars Develop Collaborations In Special Education Research, Shanna E. Hirsch Ph.D., Nathan A. Stevenson Ph.D., Kaci Ellis M.Ed., Rhonda N.T. Nese Ph.D.
Together We Go Far: Helping Doctoral Scholars Develop Collaborations In Special Education Research, Shanna E. Hirsch Ph.D., Nathan A. Stevenson Ph.D., Kaci Ellis M.Ed., Rhonda N.T. Nese Ph.D.
The Journal of Special Education Apprenticeship
Collaboration is an undeniably important part of academic work, making challenging, ambitious research possible and more efficient. Collaboration also serves as a foundation for scholarly networks of individuals with shared interests, values, and goals that support one another in many ways. In addition, collaboration is described as a critical component in recent doctoral funding calls (i.e., U.S. Department of Education, Personnel Development to Improve Services and Results for Children with Disabilities). Despite its importance, few special education scholars receive any formal guidance or training on practical, sustainable collaboration in academia. The need for a framework to support collaborations within special …
Exploration Of Training Needs Of Paraprofessionals To Support Students With Disabilities, Amy Lichte M.Ed, Andrew R. Scheef Ph.D.
Exploration Of Training Needs Of Paraprofessionals To Support Students With Disabilities, Amy Lichte M.Ed, Andrew R. Scheef Ph.D.
The Journal of Special Education Apprenticeship
Paraprofessionals are often hired to conduct one-on-one or small group support to students with disabilities within the K-12 school system. Existing literature illustrates a limited expectation that paraprofessionals in school districts receive training surrounding their job requirements. With the rise of students being identified for special education services and the lack of training often received by paraprofessionals, questions arise related to the training backgrounds and needs necessary for professionals to support students with disabilities in the classroom. This study sought to better understand the extent to which paraprofessionals believe they are trained to performed requisite job duties. In addition, participants …