Susan W. Edelman

Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities

This study presents data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. Based on extensive observations and interviews, analyses of the data highlighted eight major findings of educational significance, all related to proximity of instructional assistants. Categories of findings and discussion include (a) interference with ownership and responsibility by general educators, (b) separation from classmates, (c) dependence on adults, (d) impact on peer interactions, (e) limitations on receiving competent instruction, (f) loss of personal control, (g) loss of gender identity, and (h) interference with instruction of other students. The article concludes with implications for practice related to policy development, training, classroom practices, and research.

Paraprofessional Support of Students with Disabilities: Literature from the past Decade

This article summarizes and analyzes a set of 43 pieces of professional literature pertaining to paraprofessional supports for students with disabilities published between 1991 and early 2000. Twenty-six nondatabased sources and 17 research studies were included. The findings identify topical gaps in the literature, review the major databased findings, and present implications for the field. The review concludes with suggestions for future research that emphasize the need for more student outcome data, conceptual alignment of roles, training, and supervision, and the exploration of alternatives to paraprofessional supports.

Teacher Engagement with Students with Disabilities: Differences between Paraprofessional Service Delivery Models

The level of engagement that general education teachers have with students with disabilities in their classrooms has been identified in the literature as a key factor effecting the success of inclusive educational experiences. This study describes differences in teacher engagement identified within two approaches to providing paraprofessional supports in general education classrooms; program-based and one-on-one. Findings were based on the observed and reported experiences of 103 school personnel (e.g., teachers, special educators, paraprofessionals, administrators) from four schools (Grades K-12). The study describes characteristics of teacher engagement and disengagement, the involvement of special educators, and phenomena associated with teacher disengagement when one-on-one paraprofessional service delivery was used. The discussion presents implications of these data for school improvement.

Respect, Appreciation, and Acknowledgment of Paraprofessionals Who Support Students with Disabilities:

This article describes the experiences of 103 school personnel, including classroom teachers, paraprofessionals, special educators, and administrators who worked in four schools, Grades K-12. Data were collected during 22 school visits and 56 individual interviews. Six themes were identified pertaining to how school personnel think about and act upon, issues of respect, appreciation, and acknowledgment of paraprofessionals who work in general education classrooms supporting students with and without disabilities. The themes included (a) nonmonetary signs and symbols of appreciation, (b) compensation, (c) being entrusted with important responsibilities, (d) noninstructional responsibilities, (e) wanting to be listened to, and (f) orientation and support. The article concludes with a discussion of implications for how these data might be applied in schools.

Schoolwide Planning to Improve Paraeducator Supports

This study chronicled the use of a process of planning for paraeducator supports, by teams in 46 schools, in 13 states during the 2000–2001 and 2001–2002 school years. Data reflect the utilization and outcomes of the process along with the perspectives of 331 individual team members. Findings indicated that the process assisted school teams in self-assessing their paraeducator practices, identifying priorities, and developing action plans and implementing them. Individual team members reported that the process did what it purported to do and rated it highly on consumer-oriented variables. Culminating reports documented impact on school personnel and student outcomes. Implications for schools and future use are discussed for improving paraeducator supports and educational supports for students with disabilities.

The Tip of the Iceberg: Determining Whether Paraprofessional Support Is Needed for Students with Disabilities in General Education Settings.

Paraprofessionals represent an important and growing segment of the personnel support used in American schools to provide inclusive educational opportunities to students with disabilities. When and how to utilize paraprofessionals effectively persists as an ongoing challenge in the schools. After presenting selected issues associated with employing paraprofessionals, this article extends the discussion on paraprofessional issues by exploring guidelines to assist teams in making decisions about paraprofessional supports. This includes both considerations for the appropriate use of paraprofessionals when assigned, as well as alternative support solutions. Our discussion is intended to advance dialogue on this important topic and to support the appropriate involvement of paraprofessionals in the education of students with disabilities as valued participants on collaborative teams whose roles are clearly defined and supported.

Common Professional Practices That Interfere with the Integrated Delivery of Related Services

This study provides descriptive data regarding the prevalence of seven professional practices believed to interfere with the integrated delivery of related services for students with handicapping conditions in public schools. Based on questionnaire responses from 585 educators, parents, and related service personnel (e.g., speech/language pathologists, occupational therapists, physical therapists) from across the United States, these data highlight foundational issues that have an impact on the integrated delivery of related services that are necessary for some students to benefit from special education. Professional practices are presented that are believed to facilitate the integrated delivery of related services, as well as those believed to interfere with it. Results of the study document the prevalence of the interfering practices as reported by study participants, and also the extent to which parents and general education teachers report a lack of critical information about the provision of related services. Implications are discussed that pertain to personnel preparation, supervision of staff, advocacy, and collaborative teamwork.

National Expert Validation of COACH: Congruence with Exemplary Practice and Suggestions for Improvement:

The content and social validity of an educational planning tool named COACH (Choosing Options and Accommodations for Children) were explored through two studies. Study 1 presents questionnaire feedback from six groups of experts (N = 78) in the field of deaf-blindness and multiple disabilities regarding the purpose, philosophy, content, process, and presentation of COACH. Study 2 presents social validation feedback from parents whose children are deaf-blind and have multiple disabilities regarding a set of valued life outcomes included in COACH. The combined results of these studies provide initial validation that COACH is congruent with exemplary practice and offer consumer-based suggestions for its potential improvement.

Use and Impact of COACH with Students Who Are Deaf-Blind.

The purpose of this study was to evaluate the use and impact of COACH (Choosing Options and Accommodations for Children: A Guide to Planning Inclusive Education) with 30 students with deaf-blindness who attended general education classes in public schools. Interview and observational data were analyzed qualitatively while document data were analyzed quantitatively. The findings and discussion centered around five evaluation questions: (a) How do people use COACH? (b) Does the use of COACH result in educational program components referenced to valued life outcomes identified by parents and/or students? (c) How do educational programs developed using COACH differ from those developed prior to its use? (d) In what ways did the use of COACH effect relationships between parents and professionals? and (e) In what ways did the use of COACH effect valued life outcomes for students? Implications for planning in general education settings are discussed.

Schoolwide Planning to Improve Paraeducator Supports: A Pilot Study

This pilot study chronicled the use of a process called, A Guide to Schoolwide Planning for Paraeducator Supports, by teams in four schools, grades K-12. Data reflect the utilization and outcomes of the process along with the perspectives of 27 study participants. Findings indicated that the process assisted all four schools to self-assess their paraeducator practices, identify priorities in need of improvement, develop action-plans, and implement them. Study participants reported that the process did what it purported to do and rated it highly on a series of consumer-oriented variables (e.g., ease of use). Implications for schools and future use are discussed for improving paraeducator supports.