Journal Article: One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong?

2010

Abstract Assigning one-to-one paraprofessionals has become an increasingly common response to support students with intellectual and other developmental disabilities in general education classrooms. This article challenges the conventional wisdom that such an approach to service provision is necessarily a desirable and supportive action. Five main reasons are presented challenging overreliance on the use of one-to-one paraprofessionals in inclusive classrooms, establishing it as a critical issue in special education. A series of recommended positions and initial actions are offered in an effort to spur debate and encourage development of alternatives to the status quo.

Peer-reviewed publications in scholarly journals Published/In Press

Professionals

Electronic (disc, CD, 508 compliant web posting)

N/A