A Systematic Approach for Supporting Paraeducators in Educational Settings

Carnahan, Christi; Williamson, Pamela; Clarke, Laura; Sorensen, Rena

doi:10.1177/004005990904100504

Cited by 27 publications

(24 citation statements)

References 15 publications

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“…Calder and Grieve (2004) suggest some reasons why teachers lack skills in this area. In addition to the absence of training in their teacher preparation programs concerning this aspect of their role (see Carnahan et al, 2009), research suggests that the main influence on teachers' approach to their work is the way they themselves were taught in school. Although paraeducators have been part of the education system for decades, it is likely that there B. Y. ASHBAKER, J. MORGAN were few paraeducators in the classrooms where many of our current teachers were educated.…”

Section: Training For Teachersmentioning

confidence: 99%

“…Even recent graduates of teacher training programs are unlikely to have had significant contact with paraeducators, as most of them were in the portion of their mainstream class not requiring support. In addition, the group of professionals least likely to have worked or studied in classrooms with paraeducators are teacher educators (Carnahan et al, 2009). As Calder and Grieve (2004) speculate, "[T]heir mental picture of teaching is unlikely to include a supporting adult" (p. 115).…”

Section: Training For Teachersmentioning

confidence: 99%

“…Many authors (see for example Carnahan et al, 2009;Ghere &York-Barr, 2007;Logan, 2006) have identified the importance of paraeducators receiving support from the teacher. This need for a supportive approach may supersede-or at least should precede-all other considerations; otherwise the sincerity of the teacher's efforts may be questioned, and the admittedly tricky negotiations involved in teachers directing paraeducators' work may be seriously undermined.…”

Section: Maintaining Positive Relationshipsmentioning

confidence: 99%

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Team Players and Team Managers: Special Educators Working with Paraeducators to Support Inclusive Classrooms

Ashbaker¹,

Morgan²

2012

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This paper summarizes recommendations from a selection of international research literature urging teachers to take the initiative in their own classrooms to invite paraeducators to participate fully as team players in collaborative work. In US classrooms paraeducators (teacher aides/teacher assistants) have long been making valuable contributions in providing education services to students with a variety of needs. The literature documents change in their roles. Legislation has influenced their required qualifications—although legislation still refers to them as paraprofessionals. While some researchers have cast doubt on whether paraeducators are truly effective in their assigned roles, others have warned that the education system is over-reliant on them. In response to this changing perspective, teacher educators must revise programs to better prepare teacher candidates to effectively team with paraeducators. Personnel developers and school administrators must provide inservice training for a generation of teachers who have received little if any training in this area

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Section: Training For Teachersmentioning

confidence: 99%

Section: Training For Teachersmentioning

confidence: 99%

Section: Maintaining Positive Relationshipsmentioning

confidence: 99%

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Team Players and Team Managers: Special Educators Working with Paraeducators to Support Inclusive Classrooms

Ashbaker¹,

Morgan²

2012

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“…Taking the time to acknowledge their work and thank them for what they do is invaluable. Praise and acknowledgement should come from those who work most closely with the paraeducator and genuinely know his or her work is appreciated (Carnahan, Williamson, Clarke, & Sorensen, 2009;Giangreco & Doyle, 2002;Giangreco et al, 2001).…”

Section: Providing Feedbackmentioning

confidence: 99%

Supporting Paraeducators through a Collaborative Classroom Support Plan

Capizzi¹,

Fonte²

2012

focusXchild

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“…Zachary S. Rossetti and Deborah P. Goessling supervision by general and special educators (Carnhan, Williamson, Clarke, & Sorenson, 2009;Pickett, 2008;Wallace, Shin, Bartholomay, & Stahl, 2001). Paraeducators are defined as school support staff who work under the direction of a certified teacher and assist students with instruction, social/emotional/behavioral skills, and sometimes, personal care.…”

Section: Paraeducators' Roles In Facilitating Friendships Between Secmentioning

confidence: 99%

Paraeducators' Roles in Facilitating Friendships between Secondary Students with and without Autism Spectrum Disorders or Developmental Disabilities

Rossetti¹,

Goessling²

2010

TEACHING Exceptional Children

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In the cafeteria at East High School the two larger, circular tables to the left were apparently the tables informally designated for the students labeled with intellectual and developmental disabilities. Joshua sat in his wheelchair at one of the tables with another young man in a wheelchair, one male student and one female student each with Down syndrome, and three other students. Two paraeducators sat at the next table over watching the students closely. The nearest students without disabilities were a few tables away. There seemed to be a barrier of empty or mostly empty tables between the two groups of students. Stephanie was the only student without a disability to venture close to the tables, high-fiving Joshua and telling him that she would see him after her next class. The students labeled with intellectual and developmental disabilities had all finished their lunches and waited quietly for the bell. The other students moved constantly, throwing food, laughing, smiling, and running by in pairs or small groups.Stephanie later explained this apparent divide:

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A Systematic Approach for Supporting Paraeducators in Educational Settings

Cited by 27 publications

References 15 publications

Team Players and Team Managers: Special Educators Working with Paraeducators to Support Inclusive Classrooms

Team Players and Team Managers: Special Educators Working with Paraeducators to Support Inclusive Classrooms

Supporting Paraeducators through a Collaborative Classroom Support Plan

Paraeducators' Roles in Facilitating Friendships between Secondary Students with and without Autism Spectrum Disorders or Developmental Disabilities

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