Giangreco (2013, p.8) maintains that teacher assistant resources “utilizing existing more wisely is necessary, but not sufficient to achieve substantial change that benefits both students with and without special educational It is important to consider needs.” other options. There are few reports in the literature of schools that have implemented changes with the intention of improving their inclusive practice through alternatives to a heavy reliance on the use of integration aides. In the USA, Giancgreco and colleagues conducted a five-year study field-testing a planning process called (). Guidelines for Selecting Alternatives to Overreliance on Paraprofessionals Twenty-six primary and secondary schools across six states participated in the study, in which planning teams examined their practices with students with schools’ disabilities, and developed and implemented actions to improve these practices. The most commonly reported changes that occurred as a result of this process were: A small reduction in the number of integration aides and a small increase in the number of special educators A reduction in special educators’ caseloads Increased collaboration and co-teaching between classroom and special education teachers Changes in the ways integration aides were used, notably (1) a reduction in one-to-one support through assigning aides to classrooms rather than to individual students, (2) moving aides away from providing primary instruction, and (3) assigning aides paperwork tasks normally done by special educators Building capacity through training and professional development for teachers Use of peer support in place of integration aide support where appropriate Three years after their initial involvement in the project, school administrators reported that the changes had contributed to improved student outcomes in achievement, behaviour, inclusion opportunities, and social relationships. The initial concerns of school personnel and parents about a reduction in numbers of integration aides were not sustained, and follow-up investigations found that teachers and administrators adjusted well to the changes and reported positive student outcomes. In addition, many parents were happier at seeing their increased feelings of children’s
Giangreco (2013, p.8) maintains that “utilizing existing teacher assistant resources more wisely is necessary, but not sufficient to achieve substantial change that benefits both students with and without special educational needs.” It is important to consider other options. There are few reports in the literature of schools that have implemented changes with the intention of improving their inclusive practice through alternatives to a heavy reliance on the use of integration aides. In the USA, Giancgreco and colleagues conducted a five-year study field-testing a planning process called Guidelines for Selecting Alternatives to Overreliance on Paraprofessionals (). Twenty-six primary and secondary schools across six states participated in the study, in which planning teams examined their schools’ practices with students with disabilities, and developed and implemented actions to improve these practices. The most commonly reported changes that occurred as a result of this process were: A small reduction in the number of integration aides and a small increase in the number of special educators A reduction in special educators’ caseloads Increased collaboration and co-teaching between classroom and special education teachers Changes in the ways integration aides were used, notably (1) a reduction in one-to-one support through assigning aides to classrooms rather than to individual students, (2) moving aides away from providing primary instruction, and (3) assigning aides paperwork tasks normally done by special educators Building capacity through training and professional development for teachers Use of peer support in place of integration aide support where appropriate Three years after their initial involvement in the project, school administrators reported that the changes had contributed to improved student outcomes in achievement, behaviour, inclusion opportunities, and social relationships. The initial concerns of school personnel and parents about a reduction in numbers of integration aides were not sustained, and follow-up investigations found that teachers and administrators adjusted well to the changes and reported positive student outcomes. In addition, many parents were happier at seeing their children’s increased feelings of