The pervasive and chronic shortage of instructional assistants for special education is critical given that special education teachers in Oregon have identified adequate numbers of well prepared instructional assistants as the single most important factor in providing a supportive teaching and learning environment.
This Brief and those in coming months will explore issues and resources related to the retention of paraeducators.
This month we highlight an article from the Summer 2002 issue of Rural Special Education Quarterly, "Providing administrative support for classroom paraeducators: What's a building administrator to do?" written by Cathryn Riggs.
Abstract from author:
A growing number of paraeducators are employed in America's schools. Paraeducators are valuable members of the education team, especially as some districts face a growing shortage of certified special education teachers and others struggle to address issues relating to inclusive education programs. This article focuses on describing what building administrators can do to support paraeducator staff, particularly those who are employed to facilitate inclusive instruction. A brief overview of the changing roles of paraeducators is followed by a definition of "administrative support" in terms of the importance of responsibilities, relationships and respect. A list of specific suggestions for providing administrative support for paraeducators at the school building level is supplied.
Providing administrative support for classroom paraeducators: What's a building administrator to do? is available online.