TY  - CHAP
AB  - Abstract Training, particularly in the form of comprehensive professional development, continues to be a need for paraeducators (also known as teacher assistants). Training needs begin with an initial set of knowledge and skills and is built based upon the paraeducator’s role with individual students and the educational settings. Standards or guidance documents are available from a few individual states within the United States, higher education systems, and professional organizations that serve individuals with exceptional needs and agencies. An international professional organization, Council for Exceptional Children [CEC] (2011), identified a common skill set that reinforces standards for defining curricula when providing training to paraeducators. Key to their ongoing professional development is the on-the-job coaching by the education professional (teacher), to support the application of skills into the inclusive setting. Various forms of professional development are available including online trainings in addition to face-to-face.
VL  - 4
SN  - 978-1-78441-611-9, 978-1-78441-612-6/1479-3636
DO  - 10.1108/S1479-363620150000004012
UR  - https://doi.org/10.1108/S1479-363620150000004012
AU  - Uitto Denise J.
AU  - Chopra Ritu V.
PY  - 2015
Y1  - 2015/01/01
TI  - Training Programs for Teacher Assistants
T2  - Working with Teaching Assistants and Other Support Staff for Inclusive Education
T3  - International Perspectives on Inclusive Education
PB  - Emerald Group Publishing Limited
SP  - 241
EP  - 262
Y2  - 2024/04/25
ER  -