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Full-Text Articles in Education

An Examination Of The Working Relationships Between General Education Teachers, Special Education Teachers, And Paraprofessionals In General Education Settings, Rita Page Hosay Aug 2022

An Examination Of The Working Relationships Between General Education Teachers, Special Education Teachers, And Paraprofessionals In General Education Settings, Rita Page Hosay

Electronic Theses and Dissertations

The purpose of this study was to provide an examination of the relationships between general education teachers, special education teachers, and paraprofessionals and the influences of these relationships on students with disabilities. This study was conducted through the process of semi-structured interviews with general education teachers, special education teachers, and paraprofessionals working in two Tennessee school districts. The researcher found that communication practices, training, perspectives, time, role expectations, development of partnerships, and the creation of supportive environments affect the development of working relationships among special education teachers, paraprofessionals, and general education teachers. The researcher found that these relationships influence the …


Physical Educators’ Efficacy In Utilising Paraprofessionals In An Inclusive Setting, Scott J. Pedersen, Paul D. Cooley, Clint R. Rottier Jan 2014

Physical Educators’ Efficacy In Utilising Paraprofessionals In An Inclusive Setting, Scott J. Pedersen, Paul D. Cooley, Clint R. Rottier

Australian Journal of Teacher Education

Inclusion of students with disabilities (SwD) in Australian health and physical education (HPE) classes is on the rise. Reasonable adjustment to assist inclusive practice is often accomplished through the use of teaching assistants, or paraprofessionals. While this practice is commonly understood within the classroom, this approach remains obscure in the HPE setting. The purpose of this study was to explore how Australian HPE teachers utilise paraprofessionals when teaching SwD in inclusive environments. HPE teachers (N=14) completed an online questionnaire inquiring how paraprofessionals are being used and the strategies they are using to develop working relationships with paraprofessionals. The …


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 …