The Paraprofessional's Guide to the Inclusive Classroom: Working as a Team, Third Edition

With the rising demand for paraprofessional training and the requirements for highly qualified personnel in every classroom, it's the perfect time for a fully revised third edition of this popular, activity-packed workbook. Carefully updated throughout with timely, engaging new material, this interactive guide helps teachers and paraprofessionals work together to create the most effective inclusive classrooms. Collaborating on creative and enlightening activities, teachers and paraprofessionals will learn how to

• work more effectively with students who have a variety of disabilities, including autism
• clarify their roles and responsibilities
• provide individualized curricular and instructional support for each student
• improve communication among members of the educational team
• use positive behavioral support to successfully address behavior challenges

A must-have new edition of a book that's sold more than 10,000 copies since 1997, this research-based and user-friendly workbook will help paraprofessionals and teachers work toward their common goal: creating classroom and school communities that welcome and support all students.

What's New

• approximately 20 new photocopiable forms and exercises
• the very latest on education legislation and requirements
• stronger emphasis on middle and secondary school
• guidelines in every chapter that help paraprofessionals self-advocate
• new chapter on team communication and confidentiality


Author: Mary Beth Doyle
Publisher: Brookes Publishing Company
Published: 03/25/2008
Pages: 192
Binding Type: Paperback
Weight: 1.20lbs
Size: 10.92h x 8.56w x 0.47d
ISBN: 9781557669247

About the Author

Mary Beth Doyle, Ph.D., works for the Vermont Department of Education as Project Coordinator of Vermont's Higher Education Collaborative to increase the number of licensed special education teachers available to the state's public schools. This project is aimed at providing field-based access to higher education for teachers in rural communities around the state. A unique aspect of this project is the partnerships that have been established among the University of Vermont, Castleton State College, Johnson State College, Lyndon State College, and St. Michael's College. These higher education institutions are working together with the state Department of Education and school districts on the design and delivery of instruction as well as administrative issues to create a strategic approach to issues of limited access to higher education for teachers around the state. The majority of Mary Beth's work has focused on creating positive learning communities for all children in which adults create a sense of welcome. To this end, Mary Beth's writing and training activities focus on issues of curriculum adaptations, paraprofessional teaming, and collaboration.