Roles, Responsibilities, and Concerns of Paraeducators
By M. Fisher, Stacia L. Pleasants. 2012
164 citations recorded by the source corpus.
Subfields: Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/3c3c0271d01316dd5d0fa8955823f5ada486707b
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Citations in the corpus
- Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders (2014, background): “Indeed, paraprofessionals report spending part or all of their day providing direct support to students (Fisher & Pleasants, 2012) and most states now employ more paraprofessionals than certified special educators (U.S. Department of Education, 2011).”
- Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities (2016, background): “Regional studies suggest most of these staff work one-to-one with students at least weekly and almost half provide some support in general education classrooms (Carter, O’Rourke, Sisco, & Pelsue, 2009; Fisher & Pleasants, 2012).”
- Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice (2015, background): “For example, 97% of special education paraprofessionals report providing one-to-one instruction to students with disabilities either daily or weekly (Carter, O’Rourke, Sisco, & Pelsue, 2009) and 87% report regularly providing behavioral and social support (Fisher & Pleasants, 2012).”
- Preliminary Lessons About Supporting Participation and Learning in Inclusive Classrooms (2015, background): “Clearly, continued research is needed to better understand how paraprofessionals can and should be used to support increased peer interactions (Brock & Carter, 2013; Fisher & Pleasants, 2011).”