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This document has been archived because some of the information it contains is out of date. (Effective June 2009)

Feature Issue on Paraeducators Supporting Students with Disabilities and At-Risk

Published by the Institute on Community Integration (UCEDD) and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota • Volume 15 • Number 2 • Fall 2002

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

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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