Numbers That Count: Exploring Special Education and Paraprofessional Service Delivery in Inclusion-Oriented Schools

Autor/inn/en	Suter, Jesse C.; Giangreco, Michael F.
Titel	Numbers That Count: Exploring Special Education and Paraprofessional Service Delivery in Inclusion-Oriented Schools
Quelle	In: Journal of Special Education, 43 (2009) 2, S.81-93 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466907313353
Schlagwörter	Disabilities; Special Education Teachers; Public Education; Paraprofessional School Personnel; Delivery Systems; Inclusive Schools; Mainstreaming; Regular and Special Education Relationship; Educational Practices; Teaching Methods; Individualized Education Programs; Special Needs Students; Teacher Student Ratio; Vermont + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Öffentliche Erziehung; Auslieferung; Inclusive school; Integrative Schule; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Individualized education program; Individualisierendes Lernen; Sonderpädagogischer Förderbedarf; Lehrer-Schüler-Relation
Abstract	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.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10