Discuss why it is important for you to understand the roles and responsibilities of paraprofessionals supporting students in the inclusive general education classroom. Discuss one legal and/or ethical dilemma that could arise if the general education teacher fails to properly understand what paraprofessionals can and cannot do in the classroom when supporting students with exceptionalities.
Legal Compliance: The use of paraprofessionals is often mandated by a student's IEP. The general education teacher, as the leader of the classroom, must ensure the para's actions comply with federal laws, such as the Individuals with Disabilities Education Act (IDEA).
A significant legal and ethical dilemma arises when a general education teacher fails to understand the boundaries of the paraprofessional's duties and delegates instructional responsibilities that require professional licensure or expertise.
General education teachers may mistakenly delegate the following to a paraprofessional:
Designing Instruction: Asking the para to create lesson plans, determine a student's learning goals, or select new teaching methods.
Primary Teaching: Having the para deliver initial core subject instruction to a small group of students with exceptionalities, thereby isolating them from the general education teacher and peers.
Grading and Assessment: Asking the para to be solely responsible for grading assignments and making decisions about student mastery.
Legal Violation (IDEA and "Highly Qualified"): IDEA requires that special education services and related services be provided by personnel who meet state standards. Paraprofessionals are typically not licensed special education teachers. By delegating the primary responsibility for core instruction or determining educational goals, the school system is effectively failing to provide the student with a Free Appropriate Public Education (FAPE), as mandated by a properly certified professional. This can lead to due process hearings and findings of non-compliance.
Ethical Violation (Fidelity and Equity): Ethically, the general education teacher is responsible for the overall instructional program. Passing off this responsibility to an untrained or unlicensed staff member:
Undermines the Fidelity of the curriculum and the quality of instruction the student receives.
Creates an inequitable learning experience, denying the student the benefit of instruction delivered by the teacher who has the highest level of professional training in curriculum and pedagogy.
Limits the student's access to the professional expertise of both the general education teacher and the special education teacher.
It is critical for general education teachers to understand the roles and responsibilities of paraprofessionals (paras) to ensure they are used legally, ethically, and effectively to support students with exceptionalities in an inclusive setting.
Understanding the paraprofessional's role is important for the general education teacher for several reasons:
Effective Inclusion and Student Progress: The para is essential for helping the student access the general education curriculum. When the general education teacher clearly defines tasks, the para can implement accommodations and modifications efficiently, leading to better student progress toward their Individualized Education Program (IEP) goals.
Preventing Over-Reliance: A clear understanding of the para's role ensures they are providing necessary support (a scaffold) and not simply doing the work for the student (dependency). The goal is to promote the student's independence and social integration, not to create a permanent crutch.
Maximizing Skill Sets: Paras often have specific training in areas like data collection, positive behavior support strategies, or technology. Understanding these skills allows the general education teacher to utilize the para's expertise to benefit the student and the whole class.
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