Additional information
by Ann I. Nevin (Author), Richard A. Villa (Author), Jacqueline S. Thousand (Author)
"This book provides a valuable resource for the best utilization of paraeducators in the classroom, with tips and tools for making this a successful process."
--Melissa Miller, Science Teacher
Lynch Middle School, Farmington, AR
"Easy to read and understand, this book contains many examples, resources, and up-to-date information pertinent to the role of paraeducators."
--Mari Gates, Special Education Co-Teacher
Henry B. Burkland Intermediate School, Middleboro, MA
Learn how paraeducators can positively impact the achievement of students with special needs in the inclusive classroom!
Focused on the expanding role of paraeducators, this hands-on reference provides practical guidelines for collaborating with paraeducators to give students with special needs access to highly qualified instructors in the general education classroom and individualized attention that promotes learning for all students.
The authors outline a team approach bolstered by a plan for developing teachers and their paraeducators through built-in school-system supports that allow for appropriate supervision and encourage ongoing training. This comprehensive guide includes tips and strategies for a collaborative planning and instructional process and offers:
- Reproducible forms that teachers and paraeducators can use to establish effective co-teaching roles
- Numerous K-12 examples that provide clear direction on how paraeducators can impact student achievement
- Real-life accounts from three paraeducators to provide authentic, firsthand scenarios
- Concept maps, chapter summaries, and a glossary of terms for easy navigation of the material
A Guide to Co-Teaching With Paraeducators offers general and special education teachers and paraeducators a historical overview of paraprofessional roles, highlights the four types of co-teaching, and addresses legislative mandates, potential legal challenges, and requirements for certification of paraprofessional skills.
Author Biography
Ann I. Nevin, Ph. D., is Professor Emerita, Arizona State University and Visiting Professor, Florida International University. The author of books, research articles, and numerous chapters, Ann is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including paraeducators. Programs include the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Dr. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.
Richard A. Villa, Ed. D., has worked with thousands of teachers and administrators throughout North America. In addition, Rich has provided technical assistance to the United States, Canadian, Vietnamese, Scottish, Laotian, British, and Honduran Departments of Education. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Rich has been a middle and high school classroom teacher, special educator, special education coordinator, pupil personal services director, and director of instructional services. He has authored over a hundred articles and book chapters regarding inclusive education, differentiated instruction, collaborative planning, co-teaching, and teaching, and school restructuring. Known for his enthusiastic, knowledgeable, and humorous style of teaching, Rich is a gifted communicator who has the conceptual, technical, and interpersonal skills to facilitate change in education. His professional development activities have ranged from short-term keynote addresses and papers presented at national and international conferences, two-day guided practice workshops for school teams, 3-week intensive workshops, three-to-five day programs, to semester long (15 weeks) programs offered through universities.
Jacqueline S. Thousand, Ph. D., is a Professor in the College of Education at California State San Marcos, where she co-coordinates the special education professional preparation and Masters programs. Prior to coming to California, she directed Inclusion Facilitator and Early Childhood Special Education graduate and post-graduate professional preparation programs at the University of Vermont. Here she also coordinated several federal grants, all concerned with providing professional development for educators to facilitate the inclusion of students with disabilities in local schools. Jacqueline is a nationally-known teacher, author, systems change consultant, and advocate for disability rights and inclusive education. She has authored numerous books, research articles, and chapters on issues related to inclusive schooling, organizational change, differentiated instruction and universal design, cooperative group learning, creative problem solving, and co-teaching and collaborative planning with multiple partners, including paraeducators. She is actively involved in international teacher education endeavors and serves on the editorial boards of several national and international journals. Jacqueline is a versatile communicator who is known for her creative, fun-filled, action-oriented teaching style.
