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Questionable Utilization of Paraprofessionals in Inclusive Schools

Are We Addressing Symptoms or Causes?

Center on Disability and Community Inclusion, University of Vermont, Michael.Giangreco{at}uvm.edu

Stephen M. Broer

Northwestern Counseling and Support Services in St. Albans, Vermont

This article presents descriptive, quantitative data from 737 school personnel and parents Who support the education of students With a full range of disabilities in general education classes. The study addresses (a) hoW special education teachers and paraprofessionals spend their time, (b) perspectives of paraprofessionals about certain paraprofessional practices, and (c) perspectives of professionals and parents about schoolWide practices associated With inclusive special education that may contribute to reducing inappropriate utilization of special education paraprofessionals. The findings highlight concerns and suggest that focusing change efforts on paraprofessional issues Without corresponding attention to general and special education issues is akin to addressing the symptoms of a problem rather than its roots.

Focus on Autism and Other Developmental Disabilities, Vol. 20, No. 1, 10-26 (2005)
DOI: 10.1177/10883576050200010201


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