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In a special education program, working with paraprofessionals can be either an asset or a nightmare of tension and conflicting role expectations. As a supervisor of student teachers, the complaint that is heard most often is the difficulty establishing a smooth, coherent working relationship with paraprofessionals in the classroom. Often many school districts do not adequately define the roles and expectations for paraprofessionals and do not provide training and preparation for this position. The purpose of this text is to provide a format and structure for creating just such a working relationship.
The beginning chapter
points out that the use of paraprofessionals in the public school system is
one of the fastest growing positions in public education. Paraprofessionals
work in a variety of capacities including both instructional and noninstructional
duties. With inclusive classrooms, paraprofessionals are becoming more common
place not only within special education classrooms but also within regular education
classrooms. Effectively using this extra support is essential for providing
an effective instructional program for students with special needs.
One of the strengths
of this text is a clear definition of the roles and responsibilities that faculty
and paraprofessionals must have in the classroom. By using a format that is
a workbook approach this text encourages a discussion of these roles and responsibilities
and provides clear guidelines for direction and instruction of paraprofessionals
in these responsibilities. The reader is encouraged to reproduce the large format
pages as part of the discussions and reflections. Reproducing these pages allows
the text to be used yearly in order to facilitate discussion for new paraprofessionals
and teachers or to enhance an ongoing working relationship.
Chapter 2 provides information concerning collaboration and teaming skills.
Strongly emphasizing reaching consensus concerning the program for children
the text places the responsibility for planning instruction squarely with the
professional teacher. Defining curriculum and how curriculum may be taught at
various levels and with various approaches is also discussed and provides insight
and information for paraprofessionals without a background in education.
The new chapter
concerning confidentiality is very clear and an important addition to this text.
Without a background in education, paraprofessionals often do not understand
laws and confidential procedures. Busy professionals may overlook instruction
in this area. Ms. Doyle' text describes several scenarios that guide confidential
discussions and establish what can be discussed with who and under what circumstances.
Professionals site teaching discipline as serious concern not only within inclusive
classrooms but also within self-contained classrooms. Chapter 5 provides insight
into discipline methods and the importance of encouraging positive behaviors
by not using punishment as a means of control. All members of the team working
with students with special needs should read this chapter.
The text is not
lengthy. It quickly and concisely defines a number of critical areas for all
team members to be aware of. Regular educators would benefit from using this
text because it quickly touches not only on the use of paraprofessionals but
also issues that arise while teaching and establishing inclusive classrooms.
The Paraprofessional's Guide to the Inclusive Classroom: Working, as a team
is an excellent preparation for a new school year. It would be useful for novice
teachers who wish to begin the year on the right foot with fellow faculty and
paraprofessionals. It would also be helpful with experienced staff who needs
training and understanding in order to create inclusive classrooms. Working
with paraprofessionals and preparing them to effectively work in classrooms
with students with special needs is an area that needs attention in the field
of special education. Ms. Doyle's book provides a useful guide for attending
to this neglected area. For further information concerning this text please
use the link following this review.
Patricia
R. Renick
Wright State University
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