Literaturnachweis - Detailanzeige
| Autor/in | Dover, Wendy F. |
|---|---|
| Titel | Managing Paraeducators in Rural Inclusive Classrooms. |
| Quelle | (2002), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Cooperation; Elementary Secondary Education; Feedback; Inclusive Schools; Paraprofessional School Personnel; Personnel Management; Regular and Special Education Relationship; Rural Schools; Supervisor Supervisee Relationship; Supervisory Methods |
| Abstract | Paraeducators are being used in inclusive classrooms to support special education students. Supervision and management of paraeducators was once the responsibility of the special educator working with the paraeducator. However, teacher shortages in rural schools result in paraeducators spending most of their time in general education classrooms. Paraeducators are required by special education law to be supervised and managed, and supervision implies more direct control than management. Rural education has the lead in the use of paraeducators, and the following specific suggestions for paraeducator management are drawn from the rural experience: one certified staff or administrator should be assigned as the official manager; parameters should be set for the paraeducator's responsibilities to ensure that the paraeducator does not perform tasks or take on responsibilities that belong to certified staff; duties and specific tasks of paraeducators should be defined and assigned in writing; general education teachers should be empowered by explaining their role as immediate supervisor and by assigning them specific management tasks; paraeducators should be monitored and provided constructive feedback on their performance; collaborative meetings with paraeducators should be held regularly, although finding time for such meetings may require creativity; and the roles and task assignments of paraeducators should be considered in student planning. (Contains 15 references.) (TD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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