References: Educational Assistants

Causton-Theoharis, Julie N., The Golden Rule of Providing Support in Inclusive Classrooms: Support Others as You Would Wish to Be Supported; Teaching Exceptional Children, Vol. 42, No. 2, pp. 36-43 (2009)
http://www.kcdsg.org/files/content/Golden%20Rule.pdf

Causton-Theoharis, Julie.The Paraprofessional’s Handbook for Effective Support in Inclusive Classrooms. Baltimore, MD: Paul H. Brooks Publishing, (2009)

Giangreco, Michael F., One-to-One Paraprofessionals for Students with Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong? Intellectual and Developmental Disabilities, Volume 48, Number 1: 1-13, February 2010
http://www.uvm.edu/~cdci/archives/mgiangre/IDD2010%2048(1)%201-13.pdf

Giangreco et al. “Be Careful What You Wish for ….”: Five Reasons to Be Concerned about the Assignment of Individual Paraprofessionals; Teaching Exceptional Children, Vol. 37, No. 5, pp. 28-34 (2005)
http://www.danceofpartnership.com/becareful.pdf

Rossetti, Zachery S. and Deborah P. Goessling. Paraeducators’ Roles in Facilitating Friendships Between Secondary Students with and without Autism Spectrum Disorders or Developmental Disabilities; Teaching Exceptional Children, Vol. 42, No. 6, pp. 64-70 (2010)

Additional recommendations by members of the community of practice

Perspectives of Students With Intellectual Disabilities About Their Experiences With Paraprofessional Support 
ABSTRACT: Perspectives of students with disabilities are notably absent from research about special education paraprofessionals. This study begins filling that gap by interviewing 16 young adults with intellectual disabilities about their experiences attending general education classes with para-professional support. Findings describe the primacy and exclusivity that often exists between para-professionals and these students as characterized by four interrelated themes regarding consumer perspectives of para-professionals as: mother, friend, protector, and primary teacher. Although study participants provided both positive and negative perspectives on these four descriptors, each descriptor represents cause for concern. Implications for practice encourage schools to (a) consider the social validity of supports, (b) increase teacher involvement, (c) highlight the importance of listening to students with disabilities, and (d) include them in decisions about their own supports.
Posted by Lisa Gingras, SST Coordinator (Northern Lights School Division #69)