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ERIC Number: EJ847503
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0022-4669
Numbers That Count: Exploring Special Education and Paraprofessional Service Delivery in Inclusion-Oriented Schools
Suter, Jesse C.; Giangreco, Michael F.
Journal of Special Education, v43 n2 p81-93 2009
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 general education classes. Findings indicate that (a) many special educators have large caseloads, (b) there are substantially more paraprofessionals than special educators, and (c) more than half of all special education paraprofessionals are assigned to students with disabilities one-to-one. Combined, these factors indicate that schools employed models of service delivery for students with disabilities that are substantially supported by paraprofessionals, thus raising concerns about students' access to a free, appropriate public education. (Contains 1 table and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vermont