There's No "I" in Team: Building a Framework for Teacher-Paraeducator Interactions in Self-Contained Special Education Classrooms

Students educated in self-contained special education classrooms and the teachers who serve them are in crisis. Self-contained classrooms are separate from general education classrooms and may be resource classrooms housed within general education schools or separate schools or districts serving pri...

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Bibliographic Details
Published in:The Journal of classroom interaction 2016-07, Vol.51 (2), p.4-19
Main Authors: Cipriano, Christina, Barnes, Tia N., Bertoli, Michelle C., Flynn, Lisa M., Rivers, Susan E.
Format: Article
Language:English
Subjects:
Behavior Disorders
Behavior Problems
Classroom environment
Classroom interaction
Classroom observations
Classrooms
Collaborative learning
Content Analysis
Educators
Emotional Problems
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Interaction
Mixed Methods Research
Observation
Outcomes of Education
Paraprofessional School Personnel
Q Methodology
Regular and Special Education Relationship
Self Contained Classrooms
Semi Structured Interviews
Solidarity
Special Education
Special Education Teachers
Students
Teacher Collaboration
Teacher Student Relationship
Teachers
Teamwork
Video Technology
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Summary:Students educated in self-contained special education classrooms and the teachers who serve them are in crisis. Self-contained classrooms are separate from general education classrooms and may be resource classrooms housed within general education schools or separate schools or districts serving primarily students with disabilities. Under-researched and excluded from most large-scale efficacy and response to intervention trials, students in self-contained classrooms make little progress academically and behaviorally. Among the promising strategies for improving student outcomes is ensuring that their instruction occurs in settings with high quality teacher-student interactions. A key distinguishing feature of the self-contained special education classroom is the regular presence of multiple educators, namely a special education teacher and one or more paraeducators.
ISSN:0749-4025
2376-6670