The paradigm shift to an inclusion model of education demands strategic planning and programming by teachers to ensure individualized instruction for students with disabilities. Paraeducators or teacher assistants are increasingly being used in the delivery of instruction to students with disabilities; therefore, directing or supervising the work of the paraeducator is an integral part of planning and programming for inclusive classrooms. Research-based elements and components of paraeducator supervision are shared to help teachers and other professionals utilize paraeducators effectively in supporting instructional needs of students with disabilities.
Chopra, R.V. and Uitto, D.J. (2015), "Programming and Planning within a Multi-Faceted Classroom", Working with Teaching Assistants and Other Support Staff for Inclusive Education (International Perspectives on Inclusive Education, Vol. 4), Emerald Group Publishing Limited, pp. 175-194. https://doi.org/10.1108/S1479-363620150000004009Download as .RIS
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