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ERIC Number: ED463107
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Instructional Management of Paraeducators in Inclusive Classrooms: The Perspectives of the Teachers.
Dover, Wendy F.
A study examined management practices of general and special education teachers and therapists who work with paraeducators in K-12 inclusive classrooms. Surveys focusing on the actual and ideal performance of 27 specified supervisory tasks were completed by 369 general and special education teachers and therapists from 12 school districts, 11 of them rural, within 2 eastern Kansas special education cooperatives. Respondents had experience working with paraeducators, but the majority did not have preservice or inservice training in working with paraeducators. Actual and ideal task performance differed significantly. General and special education teachers reported performing about the same number of management tasks as well as sharing the responsibility for other tasks. Ideally, the overwhelming majority of the tasks should be performed or shared by both the general and special education teachers. The ideal task performance indicated a shift from individual to shared responsibilities. General and special education teachers had different perceptions about actual and ideal paraeducator management, but those differences were more pronounced in actual task performance than in ideal performance, indicating a possible lack of collaboration and communication. Ideal responses were impacted by building level assignments. Respondents appeared willing to take on increased responsibilities associated with effective paraeducator use in their inclusive classrooms. (Contains 16 references.) (TD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kansas