Questionnaires completed by 133 paraprofessionals working in classes for severely handicapped students revealed that the aides, mostly young and inexperienced, listed behavior management, individual training, feeding, and toileting their primary duties. However, many teachers' responsibilities, such as instructional planning, report writing, and…

A method is presented which permits teachers to use volunteers to conduct programed instruction and use behavior modification methods in preschool settings for severely handicapped children. (KW)

A project in which six nonprofessional personnel were used for supplementary instructional services in elementary schools was examined in terms of the roles, selection, training, supervision, special assets and evaluation of the nonprofessionals. (GW)

The teacher appeared to be perceived as more of an instructional manager than as solely a provider of direct instruction. Categories perceived not to be primarily the teacher's responsibility included curriculum, adaptive aids, and behavioral instructional approaches. (CL)

Special education paraprofessionals play an important role in providing services to severely/profoundly retarded children, making their interaction with parents also important. Paraprofessionals need to be trained to communicate with parents and to serve as a team member in such functions as collecting information and consulting on home behavior…