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Feature Issue on Paraeducators Supporting Students with Disabilities and At-Risk
From the Editors
As the educational environment has changed over the past five decades, so have the roles, responsibilities, training, supervision needs, and expectations in relation to those educational personnel originally called "teacher aids" and today referred to as "paraeducators." Today's paraeducators play a much more involved role in instruction than was the case when they were introduced roughly 50 years ago. In addition, with the movement by students with disabilities into inclusive classrooms, paraeducators have become key to the education and participation of those students alongside their nondisabled peers. And paraeducators have become an integral part of school efforts to meet the needs of increasingly diverse learners in a climate of teacher shortages and often-tightening budgets. This issue of Impact addresses the growing role of paraeducators by describing some of the challenges to that role and offering some guidance and success stories from around the country in the key areas of training, teamwork, supervision, and paraprofessional development. We hope that readers will find ideas and resources in this issue that can help improve the educational infrastructures used to prepare and support paraeducators in their locales, and to enhance the delivery of quality education to our children.
What's Inside
Overview Articles
The Paraeducator's Role on Education Teams: Lessons from Experience
Paraeducators: The Evolution in Their Roles, Responsibilities, Training, and Supervision
Federal and State Standards for Paraeducators
Effective Training for Paraprofessionals
The Role of Teachers and Administrators in Supervising Paraeducators
Teamwork: Key to Success for Teachers and Paraeducators
How Paraeducators Can Improve Systems
Resources
Program Profiles
Paraeducator Certification: Iowa's System
A Teacher's View of Certification (sidebar)
Improving Paraeducator Supports Through Schoolwide Action Planning in Vermont
Mary's Story: Wearing Two Hats (sidebar)
Paraeducator Peer-Mentoring: Working Together for Students Success in Washington
Linking Schools, Families and Communities in Montana: The Hardin Parent Center
A Parent's Experience (sidebar)
Paraeducators to Educators: A School-University Partnership in California
Being Part of the Partnership (sidebar)
Meaningful Staff Development: The Eastern Suffolk BOCES Model
Positive Aspects of the Training/Mentoring Program (sidebar)
Meeting Student Needs Through Paraprofessional Training in Rural Idaho
A Valued Paraprofessional (sidebar)
A Final Word From the Editors
Publication Information
Managing Editor: Vicki Gaylord
Issue Editors:
- Teri Wallace
National Resource Center for Paraprofessionals, and
Institute on Community Integration
University of Minnesota
Minneapolis, Minnesota
- Anna Lou Pickett
Consultant to the National Resource Center for Paraprofessionals
- Marilyn Likins
National Resource Center for Paraprofessionals, and
Center for Persons with Disabilities
Utah State University
Salt Lake City, Utah
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Impact is published quarterly by the Institute on Community Integration (UCE), and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota. This issue was supported, in part, by Grant #90DD0506/01 from the Administration on Developmental Disabilities, US Department of Health and Human Services; and Grant #H133B980047 from the National Institute on Disability and Rehabilitation Research, US Department of Education.
The opinions expressed are those of the authors and do not necessarily reflect the views of the Institute, College, University, or their funding sources.
For additional copies or information contact:
Institute on Community Integration
University of Minnesota
109 Pattee Hall, 150 Pillsbury Drive SE
Minneapolis, MN 55455
612/624-4512
icipub@umn.edu
Impact is available in alternative formats upon request.
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Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu). Citation: Gaylord, V., Wallace, T., Pickett, A. L., and Likins, M. (Eds.). (2002). Impact: Feature Issue on Paraeducators Supporting Students with Disabilities and At-Risk, 15(2) [online]. Minneapolis: University of Minnesota, Institute on Community Integration. Available from http://ici.umn.edu/products/impact/152.
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Hard copies of Impact are available from the Publications Office of the Institute on Community Integration. The first copy of this issue is free; additional copies are $4 each. You can request copies by phone at 612/624-4512 or e-mail at icipub@umn.edu, or you can fax or mail us an order form. See our listing of other issues of Impact for more information.
The University of Minnesota is an equal opportunity employer and educator.
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