Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Source
| Center on Great Teachers and… | 1 |
| Journal of Special Education | 1 |
| Journal of the American… | 1 |
| Journal of the Association… | 1 |
Author
| Emily Eyrolles Sobeck | 1 |
| Forbush, David E. | 1 |
| Goe, Laura | 1 |
| Matlach, Lauren | 1 |
| Morgan, Robert L. | 1 |
| Rachel Robertson | 1 |
| Robertson, Rachel | 1 |
| Smith, Jesse | 1 |
| Sobeck, Emily E. | 1 |
| Werts, Margaret Gessler | 1 |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 3 |
| Reports - Descriptive | 3 |
| Reports - Evaluative | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
| Elementary Education | 2 |
| Elementary Secondary Education | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Pennsylvania | 6 |
| California | 1 |
| Delaware | 1 |
| Idaho | 1 |
| Rhode Island | 1 |
| Tennessee | 1 |
| Utah | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
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
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
Goe, Laura; Matlach, Lauren – Center on Great Teachers and Leaders, 2014
With nearly a million paraprofessionals working in elementary and secondary schools (Bureau of Labor Statistics, 2013), ensuring they are well prepared and supported is essential to their and their students' success. Paraprofessionals work closely with classroom teachers to support students from special populations and are typically supervised by…
Descriptors: Paraprofessional School Personnel, Elementary Secondary Education, Educational Research, Role
Pennsylvania State Library, Harrisburg. – 1979
Developed with information and guidance from a task force and interest group, as well as from two surveys of continuing education providers, this plan for improving library/media/information services in Pennsylvania proposes coordination of continuing education for their personnel, including trustees and paraprofessionals. After a description of…
Descriptors: Cooperative Programs, Coordination, Educational Planning, Environment
Forbush, David E.; Morgan, Robert L. – 2003
This paper describes Project Impact*Net, a model project for delivering training to paraeducators and teachers in light of requirements of the No Child Left Behind Act. The project delivered four semester-length courses to instructional sites serving 69 participants in Delaware, Idaho, Pennsylvania, and Utah. The Project Impact*Net delivery system…
Descriptors: Compliance (Legal), Disabilities, Distance Education, Inservice Education
Werts, Margaret Gessler; And Others – Journal of the Association for Persons with Severe Handicaps, 1996
A survey of 164 Pennsylvania general and special education teachers and 1,430 elementary educators nationwide examined their attitudes concerning supports needed for the successful inclusion of students with disabilities. Teachers perceived a need for training, help from personnel outside the classroom, and in-class help such as paraprofessionals.…
Descriptors: Disabilities, Elementary Secondary Education, Inclusive Schools, National Surveys
