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Direct linkSobeck, Emily E.; Robertson, Rachel; Smith, Jesse – Journal of Special Education, 2020
Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive…
Descriptors: Paraprofessional School Personnel, Teaching Methods, Training, Inclusion
Steiner, Elizabeth D.; Gomez-Bendaña, Heather – Center on Reinventing Public Education, 2022
Neighborhood North, a play-oriented community museum in Beaver Falls, Pennsylvania, had just opened when the COVID-19 pandemic hit, and schools closed. The museum's mission is to increase educational equity in the community. Neighborhood North leaders immediately saw a need to support students at risk of falling behind in school with academic…
Descriptors: Play, Museums, COVID-19, Pandemics
Emily Eyrolles Sobeck; Rachel Robertson – Journal of the American Academy of Special Education Professionals, 2019
Both the No Child Left Behind (NCLB) legislation and the Least Restrictive Environment (LRE) clause within Individuals with Disabilities Education Act (IDEA) of 2004 have impacted the educational service delivery for students with disabilities and the paraeducators that provide support services. As more schools turn to inclusionary practices, the…
Descriptors: Students with Disabilities, Inclusion, Barriers, Training
Moyer, Anthony; Clymer, Janice – Principal, 2009
Today in the U.S., more than 4 million elementary and secondary students require language assistance, and growth of the English-language learner (ELL) population is expected to continue. Thus, school staffs must be prepared to meet challenges that will arise because of the changing population and an increase of ELLs. School districts that are…
Descriptors: Suburban Schools, English (Second Language), Cultural Literacy, Elementary School Students
Peer reviewedWolery, Mark; And Others – Education and Training in Mental Retardation and Developmental Disabilities, 1995
A survey of 158 Pennsylvania elementary teachers who had experience including children with disabilities in general classrooms found that special and general educators reported similar levels of need for resources, but special educators reported greater availability of resources. A high percentage of respondents reported a need for training, and a…
Descriptors: Disabilities, Elementary Education, Inclusive Schools, Needs Assessment
