Paraeducator experiences in inclusive settings: Helping, hovering, or holding their own?

Susan U Marks, Carl Schrader, Mark Levine

Research output: Contribution to journalArticle

86 Citations (Scopus)

Abstract

The perspectives and experiences of 20 paraeducators working with inclusion students with disabilities who also present significant behavioral challenges were investigated in this research. The inclusion students were in Grades K through 8 and represented a range of disability categories (e.g., autism spectrum disorder, serious emotional disturbance [SED], learning disability, attention deficit/hyperactivity disorder [AD/HD]). Findings from this study indicate that paraeducators tend to assume high levels of responsibility for managing the academic and behavioral needs for special education students in inclusive settings. This tendency appears to be due to the nature of the job, which can create conflicting roles in meeting both the needs of inclusion students as well as those of general education teachers.

Original languageEnglish (US)
Pages (from-to)315-328
Number of pages14
JournalExceptional Children
Volume65
Issue number3
StatePublished - Mar 1999
Externally publishedYes

Fingerprint

Students
inclusion
experience
student
disability
Special Education
Affective Symptoms
Learning Disorders
ADHD
general education
Attention Deficit Disorder with Hyperactivity
autism
learning disability
special education
Education
responsibility
teacher
Research
Autism Spectrum Disorder

ASJC Scopus subject areas

  • Rehabilitation
  • Health Professions(all)
  • Education

Cite this

Paraeducator experiences in inclusive settings : Helping, hovering, or holding their own? / Marks, Susan U; Schrader, Carl; Levine, Mark.

In: Exceptional Children, Vol. 65, No. 3, 03.1999, p. 315-328.

Research output: Contribution to journalArticle

@article{dde9159b420e42aca88372b9be6564cb,
title = "Paraeducator experiences in inclusive settings: Helping, hovering, or holding their own?",
abstract = "The perspectives and experiences of 20 paraeducators working with inclusion students with disabilities who also present significant behavioral challenges were investigated in this research. The inclusion students were in Grades K through 8 and represented a range of disability categories (e.g., autism spectrum disorder, serious emotional disturbance [SED], learning disability, attention deficit/hyperactivity disorder [AD/HD]). Findings from this study indicate that paraeducators tend to assume high levels of responsibility for managing the academic and behavioral needs for special education students in inclusive settings. This tendency appears to be due to the nature of the job, which can create conflicting roles in meeting both the needs of inclusion students as well as those of general education teachers.",
author = "Marks, {Susan U} and Carl Schrader and Mark Levine",
year = "1999",
month = "3",
language = "English (US)",
volume = "65",
pages = "315--328",
journal = "Exceptional Children",
issn = "0014-4029",
publisher = "Council for Exceptional Children",
number = "3",

}

TY - JOUR

T1 - Paraeducator experiences in inclusive settings

T2 - Helping, hovering, or holding their own?

AU - Marks, Susan U

AU - Schrader, Carl

AU - Levine, Mark

PY - 1999/3

Y1 - 1999/3

N2 - The perspectives and experiences of 20 paraeducators working with inclusion students with disabilities who also present significant behavioral challenges were investigated in this research. The inclusion students were in Grades K through 8 and represented a range of disability categories (e.g., autism spectrum disorder, serious emotional disturbance [SED], learning disability, attention deficit/hyperactivity disorder [AD/HD]). Findings from this study indicate that paraeducators tend to assume high levels of responsibility for managing the academic and behavioral needs for special education students in inclusive settings. This tendency appears to be due to the nature of the job, which can create conflicting roles in meeting both the needs of inclusion students as well as those of general education teachers.

AB - The perspectives and experiences of 20 paraeducators working with inclusion students with disabilities who also present significant behavioral challenges were investigated in this research. The inclusion students were in Grades K through 8 and represented a range of disability categories (e.g., autism spectrum disorder, serious emotional disturbance [SED], learning disability, attention deficit/hyperactivity disorder [AD/HD]). Findings from this study indicate that paraeducators tend to assume high levels of responsibility for managing the academic and behavioral needs for special education students in inclusive settings. This tendency appears to be due to the nature of the job, which can create conflicting roles in meeting both the needs of inclusion students as well as those of general education teachers.

UR - http://www.scopus.com/inward/record.url?scp=0000740839&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0000740839&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:0000740839

VL - 65

SP - 315

EP - 328

JO - Exceptional Children

JF - Exceptional Children

SN - 0014-4029

IS - 3

ER -