Special Needs Paraprofessional Supervisor, Inclusion,

Special Needs

Paraprofessional Supervisor, Inclusion, and Assessment of Special Needs Children

Annotated bibliography: A survey of issues pertaining to the education of students with special needs

Paraprofessional supervision:

Causton-Theoharis, Julie & Kimber W. Malmgren. (2005). Increasing peer interactions for students with severe disabilities via paraprofessional training. Exceptional Children, 71(4), 431-444. Retrieved September 3, 2009, from Platinum Periodicals.

(Document ID: 860318061).

This article deals with the frequently-expressed concern that the presence of paraprofessionals in mainstream classrooms can isolate students with disabilities. The role of paraprofessionals must be as facilitators of student actions. Their ultimate aim is to empower students' integration into the classroom environment. The authors discuss training and supervisory strategies to help paraprofessionals avoid the impulse to 'take over' the activities of the students they are supposed to assist, when they are helping students in a mainstream classroom.

Dalla Rochelle L., Pallabi Moulik Gupta, William E. Lopez, & Vicky Jones. (2006). it's a Balancing Act!: Exploring school/work/family interface issues. Family Relations, 55(3), 390-402. Retrieved September 3, 2009, from Platinum Periodicals. (Document ID: 1088450841).

This article is an assessment of the value of online educational training programs for paraprofessionals. It offers a case study of Nebraska's rural school districts which allow paraprofessional educators to complete an online B.S. program in elementary education.

McKenzie, a., & S. Lewis. (2008). The role and training of paraprofessionals who work with students who are visually impaired. Journal of Visual Impairment & Blindness, 102(8), 459-471. Retrieved September 3, 2009, from Research Library. (Document ID: 1560016031).

The authors raise the concern about adequate supervision and training of paraprofessionals working with the blind. More than 35% of the individuals providing direct instruction in skills in the expanded core curriculum for the visually impaired were paraprofessionals who lacked special training to deal with the specific needs of this group of students.

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 Journals. (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.