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“Ben bakıcı değilim!” Özel Eğitimde Öğretmen Yardımcılarının Rol ve Sorumluluklarına İlişkin Deneyimleri ve Görüşleri

Yıl 2024, Cilt: 13 Sayı: 2, 448 - 464, 26.06.2024

Şerife Demirdağlı , Mine Kizir

https://doi.org/10.30703/cije.1333397
Cited By: 1

Öz

Eğitimde yardımcı personellerin yer alması Türkiye için yeni tartışılmaya başlanmış bir konudur. Öğretmen yardımcılarının rol ve sorumlulukları, bulunduğu okula ve sınıfa göre değişkenlik göstermekte, hatta bazı durumlarda aynı okulda görev yapan öğretmen yardımcılarının bile görev tanımlarında farklılıklar olmaktadır. Türkiye'de, kaynaştırma/bütünleştirme sınıflarında öğretmen yardımcılarının yer almalarına ilişkin yasal düzenlemelerde eksiklik bulunmaktadır. Bu araştırmaya öğretmen yardımcılarının görev tanımlarının yapılması, istihdam koşullarının oluşturulması, niteliklerinin belirlenmesi ve eğitim içeriklerinin oluşturulmasında karar alıcılara, yöneticilere, uygulamacılara ve akademisyenlere katkı sağlayacağı düşüncesiyle gerek duyulmuştur. Araştırmanın amacı, kaynaştırma ortamında çalışan öğretmen yardımcılarının deneyim ve görüşlerinin belirlenmesidir. Araştırmada, öğretmen yardımcılarının deneyim ve görüşleri incelenmiş ve bunlara dayalı önerilerde bulunmuştur.Araştırma yöntemi olarak fenomenolojik desen kullanılmış ve özel eğitimde çalışan 15 öğretmen yardımcısı ile yarı yapılandırılmış görüşmeler yapılmıştır. Veri analizinden dört tema ortaya çıkmıştır: (a) hizmet öncesi, (b) rol ve sorumluluklara dair deneyim ve görüşler (c) gereksinimler ve (d) öneriler. Bulgular, öğretmen yardımcılarının rol ve sorumluluklarının netleştirilmesinin önemini ortaya koymuştur. Ayrıca, öğretmen yardımcılarına eğitim, istihdam ve iş güvencesi sağlamanın önemi vurgulanmaktadır.

Anahtar Kelimeler

Öğretmen yardımcısı paraprofesyonel özel eğitim kaynaştırma/bütünleştirme rol ve sorumluluklar

Kaynakça

  • Angelides, P., Constantinou, C., & Leigh, J. (2009). The role of paraprofessionals in developing inclusive education in Cyprus. European Journal of Special Needs Education, 24(1), 75–89. https://doi.org/10.1080/08856250802596741
  • Demirdağlı, Ş., & Kizir, M. (in review). Turkish parents perspectives on the roles and responsibilities of paraeducators: Framing experiences.
  • Demirdağlı, Ş., & Kizir, M. (2023). Kaynaştırma/Bütünleştirme uygulamalarında öğretmen yardımcıları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 202-227. https://doi.org/10.19171/uefad.1177019
  • Blalock, G. (1991). Paraprofessionals: Critical team members in our special education programs-how to successfully utilize the paraprofessional in the special education setting. Intervention in School and Clinic, 26(4), 200–215. https://doi.org/10.1177/105345129102600404
  • Blatchford, P., Webster, R., & Russell, A. (2012) Challenging the role and deployment of teaching assistants in mainstream schools: The impact on schools. Final Report on the Effective Deployment of Teaching Assistants (EDTA) project, Institute of Education, University of London, Available at http://www.schoolsupportstaff.net/edtareport.pdf .
  • Bronstein, B., Breeden, N., Glover, T. A., & Reddy, L. A. (2021). Paraprofessionals’ perceptions of behavior problems in elementary school classrooms. The Journal of Special Education, 55(3), 153–162. https://doi.org/10.1177/0022466920961085
  • Carter, E. W., O’Rourke, L., Sisco, L. G., & Pelsue, D. (2009). Knowledge, responsibilities, and training needs of paraprofessionals in elementary and secondary schools. Remedial and Special Education, 30(6), 344–359. https://doi.org/10.1177/0741932508324399
  • Douglas, S. N., Uitto, D. J., Reinfelds, C. L. & D’Agostino, S. (2019). A systematic review of paraprofessional training materials. The Journal of Special Education, 52(4), 195–207. https://doi.org/10.1177/0022466918771707
  • Downing, J. E., Ryndak, D. L., & Clark, D. (2000). Paraeducators in inclusive classrooms: Their own perceptions. Remedial and Special Education, 21(3), 171–181. https://doi.org/10.1177/074193250002100308
  • Farrell, P., Alborz, A., Howes, A. &Pearson, D. (2010). The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: A review of the literature. Educational Review, 62(4), 435-448. https://doi.org/10.1080/00131911.2010.486476
  • Fisher, M., & Pleasants, S. L. (2012). Roles, responsibilities, and concerns of paraeducators: Findings from a statewide survey. Remedial and Special Education, 33(5), 287–297. https://doi.org/10.1177/0741932510397762
  • Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences, 10(9), 238. https://doi.org/10.3390/educsci10090238
  • French, N. K. (1998). Working together: Resource teachers and paraeducators. Remedial and Special Education, 19(6), 357–368. https://doi.org/10.1177/074193259801900606
  • French, N. K., & Pickett, A. L. (1997). Paraprofessionals in special education: Issues for teacher educators. Teacher Education and Special Education, 20(1), 61–73. https://doi.org/10.1177/088840649702000107
  • Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50–54. https://www.iu17.org/wp-content/uploads/2012/12/working_with_paraprofessionals_-_Ed._Leadership_october_2003.pdf
  • Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation, 20(1), 41–57. https://doi.org/10.1080/10474410903535356
  • Glesne, C. (2013). Nitel araştırmaya giriş [Introduction to qualitative research]. Anı.
  • Güleç-Aslan, Y. (2022). Experiences of Turkish paraprofessionals who support students with autism spectrum disorder. Journal of Education, 0 (0), https://doi.org/10.1177/0022057422113095
  • Heigham, J., & Croker, R. (2009). Qualitative research in applied linguistics: A practical introduction. Palgrave Macmillan.
  • Hilton, A., & Gerlach, K. (1997). Employment, preparation and management of paraeducators: Challenges to appropriate service for students with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 71–76. http://www.jstor.org/stable/23879027
  • Individuals with Disabilities Education Improvement Act (IDEA). (2006). Regulations of 2006. https://sites.ed.gov/idea/statute-chapter-33/subchapter-iv/part-b/1462
  • Kerry, C. A., & Kerry, T. (2003). Government policy and the effective employment and deployment of support staff in UK schools. International Studies in Educational Administration, 31(1), 65–81.
  • Köpfer, A., & Böing, U. (2020). Students‘ perspectives on paraprofessional support in German inclusive schools: Results from an exploratory interview study with students in Northrhine Westfalia. International Journal of Whole Schooling, 16(2), 70–92.
  • Lin, C. S. (2013). Revealing the “essence” of things: Using phenomenology in LIS research. Qualitative and Quantitative Methods in Libraries, 2 (4), 469–478. https://www.qqml-journal.net/index.php/qqml/article/view/123/123
  • Mason, R. A., Gunersel, A. B., Irvin, D. W., Wills, H. P., Gregori, E., An, Z. G., & Ingram, P. B. (2021). From the frontlines: Perceptions of paraprofessionals’ roles and responsibilities. Teacher Education and Special Education, 44(2), 97–116. https://doi.org/10.1177/0888406419896627
  • Merriam, S. B. (1997). Qualitative research and case study application in education. Jossey-Bass. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
  • MoNe. (2018). Özel Eğitim Hizmetleri Yönetmeliği [Special Education Services Regulation] Available at https://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm
  • MoNE (Ministry of National Education). (2013). Secondary education institutions regulation. [pdf] Ankara: Ministry of National Education. Available at https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=18812&MevzuatTur=7&MevzuatTertip=5
  • Özaydın, L. (2020). Kaynaştırma uygulamalarında öğretmen yardımcısının görevlerine ilişkin paydaş görüşleri: Karma yöntem çalışması [Stakeholders’ views on the tasks of teaching assistants in inclusive education: A mixed method study]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(3), 561–587. https://doi.org/10.21565/ozelegitimdergisi.563242
  • Passaro, P. D., Pickett, A. L., Latham, G., & Hongbo, W. (1994). The training and support needs of paraprofessionals in rural special education. Rural Special Education Quarterly, 13(4), 3–9.https://doi.org/10.1177/875687059401300402
  • Patterson, K. B. (2006). Roles and responsibilities of paraprofessionals: In their own words. Teaching Exceptional Children Plus, 2(5), n5. https://eric.ed.gov/?id=EJ967108
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage Publications.
  • Pickett, A. L. (1986). Paraprofessionals in special education: The state of the art. National Resource Center for Paraprofessionals in Education and Related Services, Center for Advanced Study in Education, City University of New York. (ERIC Document Reproduction Service No. ED 276 209)
  • Pickett, A. L. (1999). Strengthening and supporting teacher/providerparaeducator teams: Guidelines for paraeducator roles, supervision, and preparation. National Resource Center for Paraprofessionals, City University of New York. (ERIC Document Reproduction Service No. ED 440 506)
  • Pickett, A. L., Likins, M., & Wallace, T. (2003). The employment and preparation of paraeducators: The state of the art. National Resource Center for Paraprofessionals, City University of New York. (ERIC Document Reproduction Service No. ED 424 398)
  • Reddy, L. A., Alperin, A., & Glover, T. A. (2020). A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders. Psychology in the Schools, 58(4), 742–763. https://doi.org/10.1002/pits.22381
  • Riggs, C. G., & Mueller, P. H. (2001). Employment and utilization of paraeducators in inclusive settings. Journal of Special Education, 35(1), 54–62. https://doi.org/10.1177/002246690103500106
  • Sakız, H., & Woods, C. (2015). Achieving inclusion of students with disabilities in Turkey: Current challenges and future prospects. International Journal of Inclusive Education, 19(1), 21–35. https://doi.org/10.1080/13603116.2014.902122
  • Stewart, E. M. (2019). Reducing ambiguity: Tools to define and communicate paraprofessional roles and responsibilities. Intervention in School and Clinic, 55(1), 52–57. https://doi.org/10.1177/1053451218782431
  • Sturges, J. E., & Hanrahan, K. J. (2004). Comparing telephone and face-to-face qualitative interviewing: A research note. Qualitative Research, 4(1), 107–118. https://doi.org/10.1177/146879410404111
  • United States Department of Education (U.S. DOE). (2021). 42nd annual report to congress on the implementation of the Individuals with Disabilities Education Act. https://www2.ed.gov/about/reports/annual/osep/2020/parts-b-c/42nd-arc-for-idea.pdf
  • Wang, Y., Mu, G. M., Wang, Z., Deng, M., Cheng, L., & Wang, H. (2015). Multidimensional classroom support to inclusive education teachers in Beijing, China. International Journal of Disability, Development and Education, 62(6), 644–659. https://doi.org/10.1080/1034912X.2015.1077937
  • Webster, R. & Blatchford, P. (2013). The educational experiences of pupils with a statement for special educational needs in mainstream primary schools: Results from a systematic observation study.” European Journal of Special Needs Education, 28(4), 463-479. https://doi.org/10.1080/08856257.2013.820459
  • Zhao, Y., Rose, R., & Shevlin, M. (2021). Paraprofessional support in Irish schools: From special needs assistants to inclusion support assistants. European Journal of Special Needs Education, 36(2), 183–197. https://doi.org/10.1080/08856257.2021.1901371
  • Zobell, E., & Hwang, J. (2020). An examination of the current status of paraprofessionals through their lens: Role, training, and supervision. Journal of Special Education Apprenticeship, 9(1), n1. https://eric.ed.gov/?id=EJ1241843 Education, 10(4), 1507-1534. http://dx.doi.org/10.30703/cije.873357

“I am not a caregiver!” Experiences and Views of Paraeducators about Their Roles and Responsibilities

Yıl 2024, Cilt: 13 Sayı: 2, 448 - 464, 26.06.2024

Şerife Demirdağlı , Mine Kizir

https://doi.org/10.30703/cije.1333397
Cited By: 1

Öz

The participation of paraeducators in education is a new topic discussed in Turkey. The roles and responsibilities of paraeducators vary depending on the school and class, and in some cases, there are differences in the job descriptions of paraeducators even working in the same school. In Turkey, there is a lack of legal regulations concerning the involvement of paraeducators in inclusive classrooms. This study was considered necessary with the objective of offering valuable insights to decision makers, administrators, practitioners, and academicians in order to develop job descriptions for paraeducators, establish employment conditions, define their qualifications, design educational content, and plan legal regulations related to these processes. The aim of the study is to determine the experiences and opinions of paraeducators working in inclusive settings. In this study, the experience and opinions of paraeducators were examined, and recommendations were made accordingly. A phenomenological design was used in this study, and semi-structured interviews were held with 15 paraeducators working in the field of special education. The data analysis involved a thorough examination of information obtained through semi-structured interviews, employing a systematic content analysis method. Four themes emerged from the data analysis: (a) preservice, (b) experience and views about roles and responsibilities, (c) needs, and (d) recommendations. The findings highlighted the importance of clarifying the roles and responsibilities of paraeducators. In addition, the importance of providing professionals with training, employment, and job security was emphasized.

Anahtar Kelimeler

Teacher assistant paraprofessional special education inclusion roles and responsibilities

Kaynakça

  • Angelides, P., Constantinou, C., & Leigh, J. (2009). The role of paraprofessionals in developing inclusive education in Cyprus. European Journal of Special Needs Education, 24(1), 75–89. https://doi.org/10.1080/08856250802596741
  • Demirdağlı, Ş., & Kizir, M. (in review). Turkish parents perspectives on the roles and responsibilities of paraeducators: Framing experiences.
  • Demirdağlı, Ş., & Kizir, M. (2023). Kaynaştırma/Bütünleştirme uygulamalarında öğretmen yardımcıları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 202-227. https://doi.org/10.19171/uefad.1177019
  • Blalock, G. (1991). Paraprofessionals: Critical team members in our special education programs-how to successfully utilize the paraprofessional in the special education setting. Intervention in School and Clinic, 26(4), 200–215. https://doi.org/10.1177/105345129102600404
  • Blatchford, P., Webster, R., & Russell, A. (2012) Challenging the role and deployment of teaching assistants in mainstream schools: The impact on schools. Final Report on the Effective Deployment of Teaching Assistants (EDTA) project, Institute of Education, University of London, Available at http://www.schoolsupportstaff.net/edtareport.pdf .
  • Bronstein, B., Breeden, N., Glover, T. A., & Reddy, L. A. (2021). Paraprofessionals’ perceptions of behavior problems in elementary school classrooms. The Journal of Special Education, 55(3), 153–162. https://doi.org/10.1177/0022466920961085
  • Carter, E. W., O’Rourke, L., Sisco, L. G., & Pelsue, D. (2009). Knowledge, responsibilities, and training needs of paraprofessionals in elementary and secondary schools. Remedial and Special Education, 30(6), 344–359. https://doi.org/10.1177/0741932508324399
  • Douglas, S. N., Uitto, D. J., Reinfelds, C. L. & D’Agostino, S. (2019). A systematic review of paraprofessional training materials. The Journal of Special Education, 52(4), 195–207. https://doi.org/10.1177/0022466918771707
  • Downing, J. E., Ryndak, D. L., & Clark, D. (2000). Paraeducators in inclusive classrooms: Their own perceptions. Remedial and Special Education, 21(3), 171–181. https://doi.org/10.1177/074193250002100308
  • Farrell, P., Alborz, A., Howes, A. &Pearson, D. (2010). The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: A review of the literature. Educational Review, 62(4), 435-448. https://doi.org/10.1080/00131911.2010.486476
  • Fisher, M., & Pleasants, S. L. (2012). Roles, responsibilities, and concerns of paraeducators: Findings from a statewide survey. Remedial and Special Education, 33(5), 287–297. https://doi.org/10.1177/0741932510397762
  • Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences, 10(9), 238. https://doi.org/10.3390/educsci10090238
  • French, N. K. (1998). Working together: Resource teachers and paraeducators. Remedial and Special Education, 19(6), 357–368. https://doi.org/10.1177/074193259801900606
  • French, N. K., & Pickett, A. L. (1997). Paraprofessionals in special education: Issues for teacher educators. Teacher Education and Special Education, 20(1), 61–73. https://doi.org/10.1177/088840649702000107
  • Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50–54. https://www.iu17.org/wp-content/uploads/2012/12/working_with_paraprofessionals_-_Ed._Leadership_october_2003.pdf
  • Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation, 20(1), 41–57. https://doi.org/10.1080/10474410903535356
  • Glesne, C. (2013). Nitel araştırmaya giriş [Introduction to qualitative research]. Anı.
  • Güleç-Aslan, Y. (2022). Experiences of Turkish paraprofessionals who support students with autism spectrum disorder. Journal of Education, 0 (0), https://doi.org/10.1177/0022057422113095
  • Heigham, J., & Croker, R. (2009). Qualitative research in applied linguistics: A practical introduction. Palgrave Macmillan.
  • Hilton, A., & Gerlach, K. (1997). Employment, preparation and management of paraeducators: Challenges to appropriate service for students with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 71–76. http://www.jstor.org/stable/23879027
  • Individuals with Disabilities Education Improvement Act (IDEA). (2006). Regulations of 2006. https://sites.ed.gov/idea/statute-chapter-33/subchapter-iv/part-b/1462
  • Kerry, C. A., & Kerry, T. (2003). Government policy and the effective employment and deployment of support staff in UK schools. International Studies in Educational Administration, 31(1), 65–81.
  • Köpfer, A., & Böing, U. (2020). Students‘ perspectives on paraprofessional support in German inclusive schools: Results from an exploratory interview study with students in Northrhine Westfalia. International Journal of Whole Schooling, 16(2), 70–92.
  • Lin, C. S. (2013). Revealing the “essence” of things: Using phenomenology in LIS research. Qualitative and Quantitative Methods in Libraries, 2 (4), 469–478. https://www.qqml-journal.net/index.php/qqml/article/view/123/123
  • Mason, R. A., Gunersel, A. B., Irvin, D. W., Wills, H. P., Gregori, E., An, Z. G., & Ingram, P. B. (2021). From the frontlines: Perceptions of paraprofessionals’ roles and responsibilities. Teacher Education and Special Education, 44(2), 97–116. https://doi.org/10.1177/0888406419896627
  • Merriam, S. B. (1997). Qualitative research and case study application in education. Jossey-Bass. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
  • MoNe. (2018). Özel Eğitim Hizmetleri Yönetmeliği [Special Education Services Regulation] Available at https://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm
  • MoNE (Ministry of National Education). (2013). Secondary education institutions regulation. [pdf] Ankara: Ministry of National Education. Available at https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=18812&MevzuatTur=7&MevzuatTertip=5
  • Özaydın, L. (2020). Kaynaştırma uygulamalarında öğretmen yardımcısının görevlerine ilişkin paydaş görüşleri: Karma yöntem çalışması [Stakeholders’ views on the tasks of teaching assistants in inclusive education: A mixed method study]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(3), 561–587. https://doi.org/10.21565/ozelegitimdergisi.563242
  • Passaro, P. D., Pickett, A. L., Latham, G., & Hongbo, W. (1994). The training and support needs of paraprofessionals in rural special education. Rural Special Education Quarterly, 13(4), 3–9.https://doi.org/10.1177/875687059401300402
  • Patterson, K. B. (2006). Roles and responsibilities of paraprofessionals: In their own words. Teaching Exceptional Children Plus, 2(5), n5. https://eric.ed.gov/?id=EJ967108
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage Publications.
  • Pickett, A. L. (1986). Paraprofessionals in special education: The state of the art. National Resource Center for Paraprofessionals in Education and Related Services, Center for Advanced Study in Education, City University of New York. (ERIC Document Reproduction Service No. ED 276 209)
  • Pickett, A. L. (1999). Strengthening and supporting teacher/providerparaeducator teams: Guidelines for paraeducator roles, supervision, and preparation. National Resource Center for Paraprofessionals, City University of New York. (ERIC Document Reproduction Service No. ED 440 506)
  • Pickett, A. L., Likins, M., & Wallace, T. (2003). The employment and preparation of paraeducators: The state of the art. National Resource Center for Paraprofessionals, City University of New York. (ERIC Document Reproduction Service No. ED 424 398)
  • Reddy, L. A., Alperin, A., & Glover, T. A. (2020). A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders. Psychology in the Schools, 58(4), 742–763. https://doi.org/10.1002/pits.22381
  • Riggs, C. G., & Mueller, P. H. (2001). Employment and utilization of paraeducators in inclusive settings. Journal of Special Education, 35(1), 54–62. https://doi.org/10.1177/002246690103500106
  • Sakız, H., & Woods, C. (2015). Achieving inclusion of students with disabilities in Turkey: Current challenges and future prospects. International Journal of Inclusive Education, 19(1), 21–35. https://doi.org/10.1080/13603116.2014.902122
  • Stewart, E. M. (2019). Reducing ambiguity: Tools to define and communicate paraprofessional roles and responsibilities. Intervention in School and Clinic, 55(1), 52–57. https://doi.org/10.1177/1053451218782431
  • Sturges, J. E., & Hanrahan, K. J. (2004). Comparing telephone and face-to-face qualitative interviewing: A research note. Qualitative Research, 4(1), 107–118. https://doi.org/10.1177/146879410404111
  • United States Department of Education (U.S. DOE). (2021). 42nd annual report to congress on the implementation of the Individuals with Disabilities Education Act. https://www2.ed.gov/about/reports/annual/osep/2020/parts-b-c/42nd-arc-for-idea.pdf
  • Wang, Y., Mu, G. M., Wang, Z., Deng, M., Cheng, L., & Wang, H. (2015). Multidimensional classroom support to inclusive education teachers in Beijing, China. International Journal of Disability, Development and Education, 62(6), 644–659. https://doi.org/10.1080/1034912X.2015.1077937
  • Webster, R. & Blatchford, P. (2013). The educational experiences of pupils with a statement for special educational needs in mainstream primary schools: Results from a systematic observation study.” European Journal of Special Needs Education, 28(4), 463-479. https://doi.org/10.1080/08856257.2013.820459
  • Zhao, Y., Rose, R., & Shevlin, M. (2021). Paraprofessional support in Irish schools: From special needs assistants to inclusion support assistants. European Journal of Special Needs Education, 36(2), 183–197. https://doi.org/10.1080/08856257.2021.1901371
  • Zobell, E., & Hwang, J. (2020). An examination of the current status of paraprofessionals through their lens: Role, training, and supervision. Journal of Special Education Apprenticeship, 9(1), n1. https://eric.ed.gov/?id=EJ1241843 Education, 10(4), 1507-1534. http://dx.doi.org/10.30703/cije.873357
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Eğitim ve Engelli Eğitimi (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

Şerife Demirdağlı 0000-0001-5744-2836

Mine Kizir 0000-0001-8801-5693

Yayımlanma Tarihi 26 Haziran 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 13 Sayı: 2

Kaynak Göster

APA Demirdağlı, Ş., & Kizir, M. (2024). “I am not a caregiver!” Experiences and Views of Paraeducators about Their Roles and Responsibilities. Cumhuriyet Uluslararası Eğitim Dergisi, 13(2), 448-464. https://doi.org/10.30703/cije.1333397

Cited By

Turkish parents’ perspectives on the roles and responsibilities of paraeducators: framing experiences
International Journal of Developmental Disabilities
https://doi.org/10.1080/20473869.2024.2384765
 Kapak Resmi İndir

e-ISSN: 2147-1606