Paraeducators in Inclusive Classrooms

By J. Downing, D. Ryndak, Denise Clark. 2000

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"That Was Then, This Is Now!" Paraprofessional Supports for Students With Disabilities in General Education Classrooms (2002, background): “Five of the nine studies addressed students with low-incidence disabilities such as those identified with moderate, severe, or profound developmental disabilities (Downing et al., 2000; Hall et al., 1995; Shukla et al., 1999), challenging behaviors (Marks et al.”
“Be Careful What You Wish for …”: Five Reasons to be concerned about the Assignment of Individual Paraprofessionals (2005, background): “Data indicate that too many paraprofessionals are inadequately trained and supervised (Downing et al., 2000; French, 1998; Riggs & Mueller, 2001).”
Knowledge, Responsibilities, and Training Needs of Paraprofessionals in Elementary and Secondary Schools (2009, background): “The literature does suggest, however, that paraprofessionals generally desire more interaction, training, and planning time with their collaborating teachers to increase their competence and assume important responsibilities (e.g., Downing et al., 2000; Hauge & Babkie, 2006).”
Questionable Utilization of Paraprofessionals in Inclusive Schools (2005, result): “Third, although previous qualitative studies have identified a series of concerns about special education paraprofessional supports (Downing et al., 2000; Giangreco, Broer, & Edelman, 2001; Giangreco, Edelman, Luiselli, & MacFarland, 1997; Hemmingsson et al., 2003; Marks et al., 1999), those studies”