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Parent-Paraeducator Collaboration in Inclusive Classrooms: Reality and Issues for Students with Disabilities

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Parent-Paraeducator Collaboration in Inclusive Classrooms: Reality and Issues for Students with Disabilities

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    Available in PDF Format | Parent-Paraeducator Collaboration in Inclusive Classrooms: Reality and Issues for Students with Disabilities.pdf | Unknown
    Ritu Chopra
Parents and paraeducators play integral roles in the education of students with disabilities. This study examined the relationships between parents of students with significant disabilities and their paraeducators in inclusive classrooms to gain an understanding of these relationships played in education of the students. Results revealed five types of parent-paraeducator relationships: close and personal friendship, routine limited interactions, routine extended interactions, tense relationship, and minimal relationship. Results also indicated that it is important for paraeducators and parents to communicate because paraeducators spend substantial time with the students and gain insight into their academic and social behaviors. However, for paraeducator-parent relationships to be beneficial in the students? education, they must remain within the boundaries established by the teacher or team leader. The study has implications for parents, teachers, administrators, and teacher educators in three areas: collaborative practices, supervision of paraeducators, and pre-service as well as in-service training programs for teachers.  
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Book details

  • PDF | 224 pages
  • Ritu Chopra
  • VDM Verlag
  • Unknown
  • 2
  • Other
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