Paraeducator Role in the Inclusive Classroom
Running head: THE ROLE OF PARAEDUCATORS INCLUSIVE CLASSROOMS
The Role of the Paraprofessional in the Inclusive Classroom.
Polly M. Fernhout
California State University Northridge
Introduction
The Individuals with disabilities education act (IDEA) states that students with special needs should be provided the necessary supports and services needed to access the general education curriculum. One form of this support is the use of paras (Marks, Schrader & Levine, 1999). Therefore, para may be considered to be an essential component of free appropriate education (FAPE) which every student with disabilities is entitled to receive (Etscheidt, 2005).
Over the past decade, the use of paraeducators has increased as the number of students with severe disabilities who have been included in general education classes has risen. Many teachers see the paraeducator as essential support required for the student to experience successful inclusion (Giangreco, 2003; Giangreco & Doyle, 2002). Paraeducators are referred to in many ways: one-on-one, paraprofessional, additional adult assistant (AAA), teacher’s assistant, paraeducator, aide, individual assistant. Regardless of title, these individuals have become an important part of our schools (Giangreco, Edelman & Broar, 2001), helping the classroom teachers and providing more individual assistance to students. For the purpose of this paper, the term para will be used.
Students with disabilities who are included in general education classes continue to receive special education instruction from a special education teacher. However, now the special education teacher no longer spends time with the student every day of every week. It is now the general education teacher who spends most of the day with the student, along with 20-30 other students in the class. The general education teacher often has little if any special education training and therefore, paraeducators often spend most of their
The Role of the Paraprofessional in the Inclusive Classroom.
Polly M. Fernhout
California State University Northridge
Introduction
The Individuals with disabilities education act (IDEA) states that students with special needs should be provided the necessary supports and services needed to access the general education curriculum. One form of this support is the use of paras (Marks, Schrader & Levine, 1999). Therefore, para may be considered to be an essential component of free appropriate education (FAPE) which every student with disabilities is entitled to receive (Etscheidt, 2005).
Over the past decade, the use of paraeducators has increased as the number of students with severe disabilities who have been included in general education classes has risen. Many teachers see the paraeducator as essential support required for the student to experience successful inclusion (Giangreco, 2003; Giangreco & Doyle, 2002). Paraeducators are referred to in many ways: one-on-one, paraprofessional, additional adult assistant (AAA), teacher’s assistant, paraeducator, aide, individual assistant. Regardless of title, these individuals have become an important part of our schools (Giangreco, Edelman & Broar, 2001), helping the classroom teachers and providing more individual assistance to students. For the purpose of this paper, the term para will be used.
Students with disabilities who are included in general education classes continue to receive special education instruction from a special education teacher. However, now the special education teacher no longer spends time with the student every day of every week. It is now the general education teacher who spends most of the day with the student, along with 20-30 other students in the class. The general education teacher often has little if any special education training and therefore, paraeducators often spend most of their
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