Although behavior analytic practices have been widely applied in schools to support students with disabilities, there remains limited guidance concerning utilization of these practices in inclusion-oriented schools and, more specifically, the role of the board certified behavior analyst in the provision of related services. The goal of this…

This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified personnel and continuity of instruction. Findings from 51 inclusion-oriented schools indicated that special educators and special education…

In this article, I summarise the primary content included in a keynote address I delivered via videoconferencing in July 2012 at the national conference of the "Australian Association of Special Education", held jointly with the annual conference of the "Tasmanian Principals Association" in Hobart, Tasmania. The address focused…

Paraprofessional utilization has steadily risen in an effort to meet the needs of students with disabilities in inclusion-oriented classrooms. To date, no widely accepted processes exist to assist schools in determining when the use of paraprofessional staff is warranted. Many schools have attempted to fill this void by developing local processes…

Implementing research-based curricula and instruction in inclusion-oriented schools is helped or hindered by having coherent models of service delivery accounting for the full range of student diversity. The current investigation offers data from 174 participants in 32 schools, analyzed using descriptive statistics, correlation, and hierarchical…

Assigning one-to-one paraprofessionals has become an increasingly common response to support students with intellectual and other developmental disabilities in general education classrooms. This article challenges the conventional wisdom that such an approach to service provision is necessarily a desirable and supportive action. Five main reasons…

This study presents initial field-test evaluation feedback on training materials designed to help prepare paraeducators to assist in the provision of special education in inclusive schools. Feedback was collected from 213 paraeducators who participated in the course, "Paraeducator Entry-Level Training for Supporting Students with…

This 5-year multisite mixed-methods evaluation study chronicles the field-testing of the planning process Guidelines for Selecting Alternatives to Overreliance on Paraprofessionals in 26 schools (Grades K-12) in six states. Evaluation of the utilization and outcomes of the guidelines process was based on data from 472 study participants. Findings…

Effective collaboration with paraprofessionals is an important and growing aspect of providing special education services in inclusive schools. We reviewed recent research on special education paraprofessional issues and practices in U.S. schools between 2000 and 2007. Major findings of 32 identified studies were summarized in 9 topical…

As more students with autism, intellectual disabilities, and other developmental disabilities are placed in general education classes, an increasingly common practice is to assign these students one-to-one paraprofessionals as a primary support mechanism. Though offered with benevolent intentions, inappropriate reliance on one-to-one…

This study explores key indicators of special education service delivery based on responses from 92 special educators and 36 administrators in 19 Vermont schools. Special educators reported on their work, the work of paraprofessionals they supervised, and 103 students with disabilities who were receiving one-to-one paraprofessional supports within…

A primary responsibility of general and special educators is to teach students how to read. In inclusive classrooms, paraprofessionals are frequently utilized to support literacy instruction. Paraprofessionals can be employed to help improve the reading skills of students with disabilities and those who are considered at risk. This article…

This descriptive study, based on quantitative and qualitative data from 215 school personnel in four schools identifies seven themes concerned with the evolution of paraprofessional services including: (1) increases in paraprofessional services; (2) hiring challenges; (3) turnover; (4) paraprofessional role shift to instruction; (5)…

This workbook is designed to assist educators in establishing a team for planning for paraeducator supports and addressing paraeducator issues. Worksheets are provided for implementing the following 10 planning steps: (1) inform the local school board of the intention to establish a team to address paraeducator issues; (2) ensure that the team…

Interviews and school visits investigated how 193 school personnel respect, appreciate, and acknowledge paraprofessionals who work in inclusive classrooms supporting students with and without disabilities. Themes included nonmonetary signs and symbols of appreciation, compensation, being entrusted with important responsibilities, noninstructional…