courtney collins efrt 304

One to One Paraprofessionals for

Students With Disabilities in

Inclusive Classrooms: Is

Conventional Wisdom Wrong?

By: Michael F. Giangreco

Courtney Collins

EFRT 304

Increasing Use of One on One Paraprofessionals

Has become a primary element to support students with a range of developmental disabilities in inclusive classrooms

AutismIntellectual Disabilities Orthopedic DisabilitiesBehavioral ChallengesMultiple Disabilities

Paraprofessionals Many educational team members see them as a desirable and supportive actionIDEA allows for paraprofessionals who are appropriately trained to “assist in the provision of special education” under the supervision of qualified professionals

Five ReasonsWhy the increasing reliance on one to one paraprofessionals warrants closer scrutiny as a critical issue in special education

1. Insufficient Data are Available Regarding One

to One Supports to Guide Policy and Practice

Use of Paraprofessionals is everywhereNational Center for Educational Statistics reported they are employed in over 90% of U.S. public schoolsNational Longitudinal Transition Study 2 reported that more than 84% of students with disabilities attend schools where paraprofessionals are available as a means of support to teachers

Over past decades the number has grown and their roles have become increasingly instructional

States with high disability rates (ex. ND, NH, OR, SD, VT) have more paraprofessionals than special educators

1. Insufficient Data are Available Regarding One

to One Supports to Guide Policy and Practice

In 3 recent studies based on combined data from 58 schools across six states (CA, CT, KS, NH, VT, WI) the percentage of special education one to one ranged from 42 % to 54%Recent study from 103 student with disabilities who were receiving one to one supports, most were identified as

Having either moderate to severe behavior problems 82%Moderate to severe intellectual disabilities 74%Males 77%Only 32 % of student receiving one to one participated in alternate assessments

1. Insufficient Data are Available Regarding One

to One Supports to Guide Policy and Practice

Majority of those students were too high functioning to qualify for alternate assessments, yet their IEP teams decided that they needed full time, one to one supportThere is inadequate data on one to one paraprofessional supports to follow trends in their use or to inform policy making and practices at federal, state, and local levels

2. Overreliance on Paraprofessionals is

Conceptually Flawed

The least qualified, lowest paid, often inadequately supervised staff provide the bulk of instruction for students with the most complex learning characteristicsIn some cases, paraprofessionals are inappropriately left to fend for themselves, functioning as the primary teachers for some students with disabilities

2. Overreliance on Paraprofessionals is

Conceptually Flawed

In a study from 153 special education paraprofessionals, nearly 70% agreed that they make curricular and instructional decisions without always having oversight from a teacher or special educatorWhen paraprofessionals assume high levels of instructional responsibility it is inconsistent with both the IDEA and No Child Left Behind

3. Research Has Identified a Host of Inadvertent

Detrimental Effects

We need to ensure that well intended supports do not inadvertently restrict opportunities for students with disabilities or otherwise interfere with them receiving FAPE in the least restrictive environment

4. Current Approaches to Decision Making are

Inadequate

The special education field has grown the use of one to one supports without adequate decision making models regarding their use

5. Overreliance on Paraprofessionals Delays

Attention to Important Changes

Does assigning a one to one paraprofessional actually address important concerns of team members or merely shift the concerns to paraprofessionals?One to one paraprofessionals are also perceived as mechanisms to relieve working condition pressures experienced by some special educators in inclusive schools

Large caseloadsInadequate opportunities to collaborate with teachersExtensive paperworkInadequate time for instruction of students with disabilities

5. Overreliance on Paraprofessionals Delays

Attention to Important Changes

Assigning a paraprofessional will not logically result in-Improved teacher attitudes toward students with disabilitiesIncreased teacher instructional engagement with students who have disabilitiesIncreased teacher capacity to modify curriculum and instruction for mixed ability groupsImproved special educator working conditions (smaller caseloads)Improved collaboration between teachers and special educatorsSmaller class size

5. Overreliance on Paraprofessionals Delays

Attention to Important Changes

Data indicates that classroom teachers tend to be less engaged with students who have disabilities if a paraprofessional is assigned to that student and routinely provides the bulk of instruction

Potential Positions and Actions to Advance

1. Data is needed regarding the Use of Paraprofessional Supports

Types of Data needed2. Logical and Evidence Based Parameters are Needed for Using Paraprofessionals

Research suggests that instruction delivered by paraprofessionals should be supplemental rather than primary

Potential Positions and Actions to Advance

3. One to One Paraprofessional Support Should be Considered Among the Most Restrictive Support Options

Should be among last resorts considered rather than a first and only option

4. Decision Making Tools are Needed to Help Determine When Paraprofessional Supports are Appropriate and Necessary

Potential Positions and Actions to Advance

5. Alternatives to Overreliance on Paraprofessionals and Proactive Models of Special Education Service Delivery are Needed

Variety of alternatives

Conclusion and ConcernsDon’t misuse this information by eliminating paraprofessional support

Instead try to find new and better ways of supporting students with a full range of disabilities in inclusive classrooms