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Paraprofessionals in Special Education: The State of the Art--1986.
- Publisher
- SAGE
- Copyright
- © 1997 Council for Exceptional Children
- ISSN
- 0014-4029
- eISSN
- 2163-5560
- DOI
- 10.1177/001440299706400101
- Publisher site
- See Article on Publisher Site
Abstract
This study presents data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. Based on extensive observations and interviews, analyses of the data highlighted eight major findings of educational significance, all related to proximity of instructional assistants. Categories of findings and discussion include (a) interference with ownership and responsibility by general educators, (b) separation from classmates, (c) dependence on adults, (d) impact on peer interactions, (e) limitations on receiving competent instruction, (f) loss of personal control, (g) loss of gender identity, and (h) interference with instruction of other students. The article concludes with implications for practice related to policy development, training, classroom practices, and research.
Journal
Exceptional Children – SAGE
Published: Oct 1, 1997