Helping or Hovering?
Helping or Hovering?
Effects of Instructional Assistants Proximity
On Students with Disabilities
Across Canada, increasing emphasis has been placed on including students with disabilities in regular classrooms. Typically, schools assign an Educational Assistant to support them in the classroom. Recent research into this model has pointed to potential damage to students when schools rely too much on Educational Assistants. Several studies have suggested that too much of a good thing (EA support) can have far-reaching effects. One study completed was published in the Exceptional Children magazine, by Michael F. Giangreco, et al, called “Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities” (Vol. 64, No. 1, pp.7-18. 1997 The Council for Exceptional Children), the results were very informative and interesting. The purpose of the study was to present data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. The nature of these findings hold important implications for evaluating how we use, train, and supervise instructional assistants so that their work can be supportive of valued educational outcomes for students with disabilities and their peers without disabilities in general education classrooms. This study was conducted throughout 1994-96 school years in Connecticut, Massachusetts, Utah, and Vermont. Data was collected in 16 classrooms in 11 public schools where students with multiple disabilities were educated in general education classrooms. The grade levels included preschool (with students without disabilities), kindergarten, and Grades 1,2,3,5 and 11 (Grade 11 was primarily education within integrated community and vocational settings.) Primary study participants included students with disabilities and the adults who supported their education in these general education classes. The seven female and four male
Effects of Instructional Assistants Proximity
On Students with Disabilities
Across Canada, increasing emphasis has been placed on including students with disabilities in regular classrooms. Typically, schools assign an Educational Assistant to support them in the classroom. Recent research into this model has pointed to potential damage to students when schools rely too much on Educational Assistants. Several studies have suggested that too much of a good thing (EA support) can have far-reaching effects. One study completed was published in the Exceptional Children magazine, by Michael F. Giangreco, et al, called “Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities” (Vol. 64, No. 1, pp.7-18. 1997 The Council for Exceptional Children), the results were very informative and interesting. The purpose of the study was to present data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. The nature of these findings hold important implications for evaluating how we use, train, and supervise instructional assistants so that their work can be supportive of valued educational outcomes for students with disabilities and their peers without disabilities in general education classrooms. This study was conducted throughout 1994-96 school years in Connecticut, Massachusetts, Utah, and Vermont. Data was collected in 16 classrooms in 11 public schools where students with multiple disabilities were educated in general education classrooms. The grade levels included preschool (with students without disabilities), kindergarten, and Grades 1,2,3,5 and 11 (Grade 11 was primarily education within integrated community and vocational settings.) Primary study participants included students with disabilities and the adults who supported their education in these general education classes. The seven female and four male