As teachers make desperate pleas for more paraeducators to be hired to support a diverse student population, the number of paraeducators working in public and private school classrooms is steadily rising as it reaches nearly half a million in the United States alone (Stockall, 2014). “Teacher shortages, increasing numbers of English language learners and the rising enrollment of students with disabilities and other special needs are just some of the factors that make the need for a dynamic school team more necessary than ever” (National Education Association, 2014, para. 1). Currently, limited research exists on paraeducators’ perceptions of their role in the inclusive classroom. Paraeducators are responsible for many duties throughout the course of the school day, have a high level of responsibility for the quality of services they provide to the students, and have many concerns and challenges related to their work (Downing, Ryndak, & Clark, 2000; Monfore, Lynch, & Erickson, 2013; Rosales, n.d.). This chapter expresses the voices of many paraeducators in the field and highlights their thoughts on best practices and the continued implementation of collaboration, effective teaming, and equality.
Monfore, D.“., Lynch, J. and Erickson, M. (2015), "Paraeducator Voices on Inclusive Education", Working with Teaching Assistants and Other Support Staff for Inclusive Education (International Perspectives on Inclusive Education, Vol. 4), Emerald Group Publishing Limited, pp. 95-116. https://doi.org/10.1108/S1479-363620150000004008Download as .RIS
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