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Rethinking the Role of 1-to-1 Support in General Education

Writer's picture: Shelley KenowShelley Kenow

In the realm of education, the debate over the most effective ways to support students with special needs is ongoing. One controversy that often surfaces is the use of paraprofessionals, particularly one-to-one paraprofessionals, in inclusive general education classrooms. In a recent Instagram Reel, I shared valuable insights on this issue, challenging common misconceptions and advocating for a more nuanced understanding of paraprofessional support.


The Misunderstood Continuum


In Individualized Education Program (IEP) meetings, I often find myself battling against deeply ingrained misconceptions. One such myth is the notion that having a one-to-one paraprofessional automatically equates to placing a student in the most restrictive environment. I point out that many people mistakenly rank this level of support alongside more extreme settings such as special day schools, residential facilities, or homebound hospital settings.

In fact, the reality is quite different. One-to-ones (1-to-), when integrated into general education classrooms with the appropriate supplementary aids and services, do not represent the most restrictive environment. Instead, they can serve as a bridge, providing the necessary support to keep students within the least restrictive and most inclusive setting.


Triangle with multi-coloredcontinuum of placement options for special education.  Biggest part at the bottom being general education with no  supplementary support all the way to the tiny tip being homebound/specialized day school/therapeutic school/hospital.

Broadening the Spectrum of Support: Avoiding Automatic Denial


I emphasize the importance of eliminating the mindset that paraprofessionals are inherently restrictive. "When we have the attitude that we will not use paraprofessionals because it's the most restrictive," I explain, "we're eliminating a whole lot of options." This rigid thinking can deny students access to potentially transformative support, limiting their educational opportunities and growth.

The continuum of placement options is designed to offer a range of supports, varying in intensity and setting. By misunderstanding or misapplying this continuum, educators and administrators risk infantilizing the educational experience of students with special needs, depriving them of the tailored support that can help them thrive.


A Customized Approach to Inclusion

Meeting Individualized Needs


It is crucial to recognize that not every student requires a paraprofessional, but for some, this support can be a game-changer. I advocate for a customized approach that focuses on the unique needs and potential of each student. This personalized strategy necessitates a willingness to entertain all available options, including the assignment of one-to-one paraprofessionals in general education settings.

Acknowledging the individual needs of students means crafting IEPs that are genuinely reflective of what will help them succeed rather than being constrained by blanket policies or misconceptions. A flexible mindset is key to ensuring that students receive the support that aligns best with their personal and educational goals.


Enhancing the General Education Classroom

The Role of Supplementary Aids and Services


For many students, the general education classroom—with the right supplementary aids and services—can be the most inclusive and effective setting. Paraprofessionals play a pivotal role in this equation. They can provide tailored support, assist with academic tasks, foster social interactions, and manage behavioral challenges, thereby enhancing the overall learning environment.

In this way, paraprofessionals are not simply aids for the student with identified special needs; they become integrated contributors to the classroom dynamic. This inclusion helps cultivate a more diverse, empathetic, and supportive educational space where all students benefit from the presence and contributions of everyone in the classroom.


Conclusion


These insights shed light on the critical issue of paraprofessional support within the educational continuum. I underscore the potential benefits of one-to-one paraprofessionals in fostering inclusive education by challenging prevailing misconceptions and advocating for a more informed and flexible approach. Moving forward, educators and policymakers must reframe their understanding, ensuring that all students have access to the full spectrum of support they deserve. By doing so, we unlock the true potential of every learner, affirming that there are truly no limits to what they can achieve.


Shelley Kenow is a special education consultant, not a lawyer. Any advice shall not be construed as legal and binding, but solely her understanding. You can learn more about Shelley Kenow through her website, https://www.shelleykenow.com/

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I am not a lawyer and therefore offer no legal advice.  My advice is non-binding and results are not guaranteed.
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