With continued emphasis on inclusive practices, paraeducators are increasingly relied upon as an integral part of instructional service delivery for students with disabilities. However, research consistently reveals that the effective use of paraeducators depends largely on teacher leadership and supervision. Currently, few teacher preparation programs offer meaningful coursework pertaining to managing paraeducators, leaving teachers unprepared for their supervisory role upon entering the field. Incorporating paraeducators into the instructional planning and delivery process requires that several considerations be made. This column shares several recommendations with teachers for designing, implementing, and evaluating the effectiveness of lesson plans that incorporate paraeducators in the inclusive setting. A lesson plan template is provided and discussed, and guidance is provided for teaching paraeducators evidence-based practices (EBPs) using behavioral skills training and supporting them in using EBPs during instruction.

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与辅助教育工作者合作：规划、绩效反馈和评估的工具和策略

随着对包容性实践的持续重视，辅助教育工作者越来越被依赖为残疾学生教学服务的一个组成部分。然而，研究一致表明，辅助教育者的有效使用在很大程度上取决于教师的领导和监督。目前，很少有教师准备计划提供与管理辅助教育者有关的有意义的课程，使教师在进入该领域时没有准备好担任监督角色。将辅助教育工作者纳入教学计划和交付过程需要进行若干考虑。本专栏与教师分享了一些关于设计、实施和评估将辅助教育者纳入包容性环境的课程计划有效性的建议。