Questionable Utilization of Paraprofessionals in Inclusive Schools

By M. Giangreco, Stephen M. Broer. 2005

261 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/e1ed35d8264b9db853ce7a5cba6e01d1dbc7b12f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. E. Carter
2. Lynn G. Sisco
3. J. Kurth
4. Danielle Pelsue
5. Stacia L. Pleasants
6. M. Fisher
7. P. Blatchford
8. L. O'Rourke

In Education

1. P. Brown
2. P. Bassett
3. E. Carter
4. P. Blatchford
5. R. Webster
6. Lynn G. Sisco
7. Danielle Pelsue
8. Stacia L. Pleasants

In Safety Research

1. E. Carter
2. Lynn G. Sisco
3. Danielle Pelsue
4. Stacia L. Pleasants
5. M. Fisher
6. P. Blatchford
7. K. Born
8. P. Brown

Citations in the corpus

• Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms (2007, background): “Although several studies have examined the broad roles that paraprofessionals assume during typical school days (Davis, Kotecki, & Harvey, 2007; Giangreco & Broer, 2005), additional research is needed to examine more closely the specific support strategies they use while working with students in…”
• Roles, Responsibilities, and Concerns of Paraeducators (2012, methodology): “…(Ghere & York-Barr, 2007; Pickett et al., 2003), (c) insufficient experience for roles paraeducators are required to do (Carter et al., 2009; Giangreco & Broer, 2005), (d) the less likely interaction of GEs with students who have individualized education programs (IEPs) when the…”
• Knowledge, Responsibilities, and Training Needs of Paraprofessionals in Elementary and Secondary Schools (2009, background): “…paraprofessionals assume particular responsibilities in serving students with disabilities (e.g., Brown, Farrington, Knight, Ross, & Ziegler, 1999; Etscheidt, 2005; Forster & Holbrook, 2005; Giangreco & Broer, 2005; Giangreco, Yuan, McKenzie, Cameron, & Fialka, 2005; Minondo, Meyer, & Xin, 2001).”
• Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability (2016, background): “Paraprofessionals were observed providing the vast majority of instruction, echoing growing concerns about reliance on paraprofessionals to deliver instruction (e.g., Giangreco & Broer, 2005).”
• The effect of support staff on pupil engagement and individual attention (2009, background): “Giangreco and Broer (2005, 24) make the point even more strongly: ‘Paraprofessionals have served as an analgesic for the perceived pressures of including more diverse populations of students with disabilities’.”
• Promoting Access to the General Curriculum Using Peer Support Strategies (2006, background): “One-onone support models often lead general educators to defer responsibility for educating students with disabilities entirely to paraprofessionals, leaving paraprofessionals isolated and without clear guidance, support, or direction (Giangreco & Broer, 2005; Marks, Schrader, & Levine, 1999).”