Reducing Within-Classroom Segregation and the Overuse of Paraeducators

Abstract

Paraeducators are frequently assigned to work with disabled students as a means of providing access to the general education classroom. However, the provision of a paraeducator does not guarantee equitable access to classroom-based learning opportunities, authentic peer interactions, or attention from certified teachers. While paraeducator support is often intended to provide students receiving special education services with access to the general education classroom, this practice may further perpetuate segregation under the guise of full inclusion. We provide concrete evidence-based tools for educators to use in Individualized Education Program meetings and in daily practice when evaluating the decision to assign a student a paraeducator and to ensure that students are receiving equitable access to educational opportunities.