A Systematic Approach for Supporting Paraeducators in Educational Settings: A Guide for Teachers

Autor/inn/en	Carnahan, Christi R.; Williamson, Pamela; Clarke, Laura; Sorensen, Rena
Titel	A Systematic Approach for Supporting Paraeducators in Educational Settings: A Guide for Teachers
Quelle	In: TEACHING Exceptional Children, 41 (2009) 5, S.34-43 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Leitfaden; Unterricht; Lehrer; Student Behavior; Teacher Education Programs; Supervision; Disabilities; Special Education Teachers; Professional Development; Regular and Special Education Relationship; Paraprofessional Personnel; Classroom Environment; Evaluation + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Handicap; Behinderung; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Laienhelfer; Klassenklima; Unterrichtsklima; Evaluierung
Abstract	Paraeducators provide important support and instruction to children in educational settings. As classroom leaders, general education and special education teachers must provide quality supervision and professional development for the paraeducators working in their classrooms. Despite the infusion of paraeducators in educational settings over the past several decades, issues continue to exist concerning the supervision and professional development of these individuals in school settings. Many teacher education programs emphasize strategies for classroom organization and managing student behavior, but few offer meaningful coursework or guidance to prepare teachers for supervising other adults. This disconnect often occurs because teacher preparation preservice instructors have limited, if any, experience working in schools and directly supervising paraeducators. Their supervision experience is often limited to discussing hypothetical situations that are not contextually based. Thus, teachers, especially those who serve students with more intense needs, report collaboration with and supervision of paraeducators and other adults as challenging aspects of their first years in the classroom. In this article, the authors describe a systematic approach for teachers, which includes processes for: (1) supervising staff training; (2) inservice strategies; and (3) problem-solving strategies. The authors suggest that a systematic approach minimizes challenges that go along with supervising adults in the classroom. In addition, these processes have the possibility for establishing a productive learning environment for educators and students. (Contains 7 figures.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10