There are positive benefits for assigning a paraprofessional
to work one-on-one with a student with disabilities.
To provide paraprofessional
substitutes for absence where students require 1:1 assistance at the class C rate only with a fill rate of 100%.
The purpose of this study is to delineate the classroom experiences of female Mexican American bilingual students with previous paraprofessional
experience in a teacher education program and to critically analyze the kinds of interactions that took place, how they were perceived, and how they dealt with peers and instructors in classrooms.
staff are the chief agents in customer service and frequently act as the interface with the customer.
Specifically, the possible impact that a disruptive student with disabilities seemed to have on students without disabilities was studied under three conditions: (a) when the disruptive student with disabilities was in the regular classroom and did not have the assistance of a paraprofessional
; (b) when the disruptive student with disabilities was in the room and was helped by a paraprofessional
; and (c) when the disruptive student with disabilities and the paraprofessional
were not in the regular classroom.
This reader-friendly book begins by defining what an inclusive classroom is, describes the paraprofessional
training, and explains the roles a paraprofessional
The responsibilities of the paraprofessional
that are specifically outlined in the NCLB include one-on-one tutoring, assisting with classroom management, assisting in computer labs, conducting parental involvement activities, providing support in library or media centers, acting as translators, or providing instructional services (Section 1119[g][A]).
About two-thirds of instructional paraprofessionals
were considered qualified under NCLB, but nearly one-third (28%) did not know their status or did not provide any response to the study question.
Giving consideration to the increasingly prominent role of paraprofessionals
in educational programming for students with disabilities, Giangreco, Edelman, Luiselli, and MacFarland (1997) have indicated that the close proximity of a paraprofessional
often interferes with peer interactions and relationships.
This class was taught by a special educator with paraprofessional
Furthermore, she does not work with Daniel, but merely assigns the paraprofessional
, named Jon, to carry out his program.
The Colorado General Assembly also is working with the higher education community and now requires community colleges to create paraprofessional