The Role of Administrators in Paraprofessional Supervision to Support Ethnic Minority Students with Special Needs

Autor/inn/en	Ashbaker, Betty Y.; Morgan, Jill
Titel	The Role of Administrators in Paraprofessional Supervision to Support Ethnic Minority Students with Special Needs
Quelle	In: Educational Considerations, 34 (2006) 1, S.17-21 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-9282
Schlagwörter	Federal Legislation; State Regulation; Supervision; Disabilities; Related Services (Special Education); Minority Groups; Special Needs Students; Educational Legislation; Administrators; Paraprofessional School Personnel; Staff Development; Teacher Qualifications; Administrator Role; English (Second Language); Second Language Instruction; Second Language Learning; Second Languages + Suchen Sie Ihr Suchwort? Bundesrecht; Staatliche Lenkung; Handicap; Behinderung; Ethnische Minderheit; Sonderpädagogischer Förderbedarf; Bildungsrecht; Schulgesetz; Personnel development; Personalentwicklung; Lehrqualifikation; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache
Abstract	The No Child Left Behind (NCLB) Act of 2001 provided a clear mandate to school administrators to provide additional training for professional and paraprofessional staff. With its requirement that school districts must ensure that all staff are "highly qualified" for the roles assigned to them, it leaves no room for excuses or prevarication. In addition, the NCLB Act requires that paraprofessionals work under the direction of a teacher or other professional; that is, their work must be supervised. However, this issue of professional supervision is not new. The Individuals with Disabilities Education Act (IDEA) of 1997 stated that paraprofessionals could be used to provide special education and related services as long as they were "adequately trained and supervised." This requirement for supervision was reiterated in the 2004 reauthorization of the IDEA known as the Individuals with Disabilities Education Improvement Act (IDEIA) by adding that such use of paraprofessionals must be in line with state regulation and policy. In this article, the authors discuss the intricacies of the administrator's role in paraprofessional supervision to support ethnic minority students with special needs. (ERIC).
Anmerkungen	Kansas State University, College of Education. 1100 Mid-Campus Drive, 006 Bluemont Hall, Manhattan, KS 66506. Tel: 785-532-5525; Fax: 785-532-7304; e-mail: edcoll@ksu.edu; Web site: http://coe.ksu.edu/EdConsiderations
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10