ERIC Number: EJ1117458
Record Type: Journal
Publication Date: 2016
There's No "I" in Team: Building a Framework for Teacher-Paraeducator Interactions in Self- Contained Special Education Classrooms
Cipriano, Christina; Barnes, Tia N.; Bertoli, Michelle C.; Flynn, Lisa M.; Rivers, Susan E.
Journal of Classroom Interaction, v51 n2 p4-19 2016
Students educated in self-contained special education classrooms and the teachers who serve them are in crisis. Self-contained classrooms are separate from general education classrooms and may be resource classrooms housed within general education schools or separate schools or districts serving primarily students with disabilities. Under-researched and excluded from most large-scale efficacy and response to intervention (RTI) trials, students in self-contained classrooms make little progress academically and behaviorally (Lane, Wehby, Little, & Cooley, 2005; Siperstein, Wiley, & Forness, 2011). These outcomes are poorest among the approximately 362,000 students in American public schools who are categorized as having an emotional and/or behavioral disorder (EBD; US Department of Education, 2015). Among the promising strategies for improving student outcomes is ensuring that their instruction occurs in settings with high quality teacher-student interactions (Curby, Rudasill, Edwards, & Pérez-Edgar, 2011). A key distinguishing feature of the self-contained special education classroom is the regular presence of multiple educators, namely a special education teacher and one or more paraeducators. Classroom quality, as well as student and teacher outcomes, in self-contained special education classrooms may be improved by targeting the interactions between the special educator and paraeducators. Drawing from evidence that quality teacher-student relationships lead to positive student outcomes (Battistich, Schaps, & Wilson, 2004; Rimm-Kaufman, Curby, Grimm, Nathanson, & Brock, 2009), the authors argue that positive teacher-paraeducator relationships support student learning in important ways (Goddard, Goddard, & Tschannen-Moran, 2007) and also provide students with a model for positive interaction styles. The first step in supporting the relationship between teachers and paraeducators in self-contained special education classrooms is to identify the full range of interactions that may promote or inhibit this relationship. This research builds a framework of teacher-paraeducator interactions in restrictive settings with an aim of improving student and teacher outcomes.
Descriptors: Teamwork, Self Contained Classrooms, Teacher Collaboration, Paraprofessional School Personnel, Interaction, Special Education, Special Education Teachers, Emotional Problems, Behavior Disorders, Behavior Problems, Regular and Special Education Relationship, Teacher Student Relationship, Content Analysis, Observation, Semi Structured Interviews, Outcomes of Education, Video Technology, Mixed Methods Research, Q Methodology, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8; Grade 9; High Schools
Authoring Institution: N/A