Abstract
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 grades K-12 and represented a range of disability categories (e.g., autism spectrum disorders, serious emotional disturbance, development disabilities, and learning disabilities).
| Original language | American English |
|---|---|
| Journal | Teaching Exceptional Children-Plus |
| Volume | 2 |
| State | Published - May 1 2006 |
Disciplines
- Psychology
- Curriculum and Instruction