Suter, J., & M. Giangreco. (2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools. The Journal of Special

Education, 43(2), 81-93. Retrieved September 3, 2009, from Research Library.

(Document ID: 1785064241).

This study of paraprofessionals in special education programs notes how paraprofessionals often provide the bulk of student services, given the overburdened nature of the special education system. The authors raise their concerns that paraprofessionals are not fully qualified to give a comprehensive education to students with disabilities. There is a lack of certified teachers in the discipline of special education. This remains problematic, even though paraprofessionals often do interact with their students on a one-to-one basis.

Inclusion:

Koralek, D. (2009). Supporting all kinds of learners. YC Young Children, 64(2), 10-11.

Retrieved September 3, 2009, from ProQuest Education...

(Document ID: 1673585101).
The author suggests that before a student with special needs joins a mainstream classroom, the teacher must conduct an audit of the physical environment and methods currently used and have a support system built into the newly-reconfigured program for both the teacher as well as the students.

Pelsma, Dennis, Deanna Hawes, James Costello, & Michael Richard. (2004). Creating helper children as natural supports. Journal of Professional Counseling, Practice, Theory, & Research, 32(2), 16-27. Retrieved September 3, 2009, from Platinum Periodicals.

(Document ID: 939465421).

This article advocates the mainstreaming of special needs students. It stresses how children without disabilities in an elementary school setting can act as peer counselors and support special need students in a way that facilitates the education of both types of pupils.

Rix, J., K. Hall, M. Nind, K. Sheehy & J. Wearmouth. (2009). What pedagogical approaches can