Paraeducators' Roles in Facilitating Friendships between Secondary Students with and without Autism Spectrum Disorders or Developmental Disabilities

@article{Rossetti2010ParaeducatorsRI,
  title={Paraeducators' Roles in Facilitating Friendships between Secondary Students with and without Autism Spectrum Disorders or Developmental Disabilities},
  author={Zachary Rossetti and Deborah Peters Goessling},
  journal={TEACHING Exceptional Children},
  year={2010},
  volume={42},
  pages={64 - 70}
}
In the cafeteria at East High School the two larger, circular tables to the left were apparently the tables informally designated for the students labeled with intellectual and developmental disabilities. Joshua sat in his wheelchair at one of the tables with another youtig man in a wheelchair, one male student and one female student each with Down syndrome, and three other students. Tlvo paraeducators sat at the next table over watching the students closely. The nearest students without… 

Peer Interactions and Friendship Opportunities Between Elementary Students With and Without Autism or Developmental Disability

Abstract This article describes a qualitative examination of the interactions between 2 students, 1 with autism and 1 with a developmental disability, and their peers without disabilities in 2

Blazing trails, being us: A narrative inquiry with five high school students with autism who type to communicate

This dissertation chronicles the experiences of five high school students with autism who type to communicate as they navigate the terrain of high school, adolescence, and identity through

The Experience of Transitioning Two Adolescents With Asperger Syndrome in Academically Focused High Schools

Adolescents with Asperger syndrome (AS) are increasingly being placed in academically focused high schools. These students, although academically able, may not be coping with the wider classroom and

Educational Assistants Supporting Inclusive Education in Secondary Schools

TLDR
What EAs need in their profession to make the support of students with developmental disabilities transition from self-contained settings to inclusive classes in secondary schooling successful is outlined.

Viewpoints on Interventions for Students with Extensive and Pervasive Support Needs

Abstract This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as

How School and School Board Leaders Can Increase the Sense of Social Belonging for Students with Developmental Disabilities Who Exhibit Challenging Behaviour

........................................................................................................................................... i Executive Summary

INCLUSÃO ESCOLAR DE CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA: UMA REVISÃO SISTEMÁTICA DA LITERATURA

TLDR
Overall, the literature review has enabled the rescue of experiences on inclusion of children with ASD, in addition to outlining a brief overview of the issues currently under investigation.

Strategies in supporting inclusive education for autistic students—A systematic review of qualitative research results

Strategies to modify and adjust the educational setting in mainstream education for autistic students are under-researched. Hence, this review aims to identify qualitative research results of

Para-educator

  • Karen Meers
  • Encyclopedia of Autism Spectrum Disorders
  • 2021

References

SHOWING 1-10 OF 73 REFERENCES

Perspectives of Students with Intellectual Disabilities about Their Experiences with Paraprofessional Support

Perspectives of students with disabilities are notably absent from research about special education paraprofessionals. This study begins filling that gap by interviewing 16 young adults with

Building Bridges: Strategies to Help Paraprofessionals Promote Peer Interaction

The preceding quotations from paraprofessionals show the complicated relationships and challenges that can develop with their students and with other educators. Many of these challenges involve

Freaks, Geeks and Asperger Syndrome: A User Guide to Adolescence

1. An introduction - me and my family. 2. Asperger Syndrome and the Autistic Spectrum. A label or a signpost? 3. To tell or not to tell? Giving the news. How and when to tell other people. 4.

A Systematic Approach for Supporting Paraeducators in Educational Settings

cial education teacher’s staff meeting about the challenges in their classrooms. Despite being veteran teachers with experience with students with significant disabilities, their biggest challenge

Roles and Responsibilities of Paraprofessionals: In Their Own Words

This study focused on the perceptions of paraprofessionals regarding the roles they fulfill while working with children with disabilities in special education and inclusive settings. Students were in

Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms

Promoting access to the general curriculum has emerged as a central theme of the standards-based reform movement, challenging educators to identify effective strategies for supporting students with

Understanding friendship: Young adults with Down syndrome exploring relationships

Having friends and being a friend defines us as human beings. Friends can play many roles in our lives, and without friends, life can become increasingly lonely. For young people, friends often take

Increasing Peer Interactions for Students with Severe Disabilities via Paraprofessional Training

As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students' needs. Unfortunately, paraprofessionals can have the

Social competence and peer interactions of students with intellectual disability in an inclusive high school

This paper reports descriptive information on the relationship between social competence and the amount and type of peer interaction for nine adolescents with intellectual disability attending a

Social Stories: Improving Responses of Students with Autism with Accurate Social Information

Cincinnati, Ohio A student with autism was asked what makes his teacher laugh. He responded, &dquo;Boy, I don’t even know that. I guess I’ll never know about that.&dquo; The social impairment
...