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ERIC Number: EJ1117458
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0749-4025
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, & PĂ©rez-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.
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A