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This article summarizes and analyzes a set of 43 pieces of professional literature pertaining to paraprofessional supports for students with disabilities published between 1991 and early 2000. Twenty-six nondatabased sources and 17 research studies were included. The findings identify topical gaps in the literature, review the major databased findings, and present implications for the field. The review concludes with suggestions for future research that emphasize the need for more student outcome data, conceptual alignment of roles, training, and supervision, and the exploration of alternatives to paraprofessional supports.

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Paraprofessional utilization has steadily risen in an effort to meet the needs of students with disabilities in inclusionoriented classrooms. To date, no widely accepted processes exist to assist schools in determining when the use of paraprofessional staff is warranted. Many schools have attempted to fill this void by developing local processes designed to justify paraprofessional assignment. This article describes how justification approaches to paraprofessional decision making operate from a reactive posture, include inherently problematic criteria, and perpetuate socially constructed myths that certain students need one-to-one paraprofessionals. An alternative framework for making decisions is offered through a series of school/district-and classroom/team-level concepts and corresponding actions that can be pursued in developing proactive processes and practices tailored to local contexts.

A primary responsibility of general and special educators is to teach students how to read. In inclusive classrooms, paraprofessionals are frequently utilized to support literacy instruction. Paraprofessionals can be employed to help improve the reading skills of students with disabilities and those who are considered at risk. This article outlines commonalities from the body of literature discussing circumstances in which paraprofessionals were used successfully to improve the reading skills of students. The commonalities examined include situations where (a) paraprofessionals were used for supplemental rather than primary instruction, (b) research-based reading approaches were used so that paraprofessionals were not inappropriately asked to make pedagogical decisions, (c) paraprofessionals were explicitly and extensively trained in the research-based reading approach, (d) paraprofessionals were explicitly trained in behavior management, and (e) teachers and special educators provided paraprofessionals with ongoing monitoring and feedback regarding their instruction. Each of these commonalities is addressed and other practical considerations also are shared and discussed.The sous-chef and the executive chef work closely together to prepare gourmet cuisine. Although an untrained observer might have difficulty determining where one chef's role ends and the other's begins, their respective roles in the kitchen are differentiated very clearly. Ultimately, the executive chef ensures that all of the dishes complement one another and are well-paired thematically-and creates and prepares delicious cuisine. The role of the souschef is to support the executive chef's goals in assigned ways. The French word "sous" means literally "under," and the sous-chef works under the direction of the executive chef. Souschefs are responsible for a variety of hands-on tasks and for the production of certain parts of the meal-working from recipes that are carefully planned by the executive chef. Sous-chefs, however, are not responsible for planning the meals, are not afforded the autonomy to adapt the recipes, and do not do the majority of the cooking. Each of these responsibilities falls under the purview of the executive chef. How Are Paraprofessionals and Sous-Chefs Alike?In elementary education classrooms, paraprofessionals in certain ways are analogous to sous-chefs, working under the direction of qualified teachers and special educators (the "executive chefs" of the classroom). The paraprofessionals' role is not to plan or design classroom instruction, but rather to make important contributions to classroom instruction by effectively implementing important delegated tasks for which they are specifically trained. Like sous-chefs, paraprofessionals provide useful supports that help keep things running efficiently and effectively. Some teachers might have questionsabout the most effective ways to direct the work of paraprofessionals.One critical and primary responsibility of general and special education teachers is the complex task ...