1650 Research Blvd.
Rockville, MD 20850
University of Colorado
1380 Lawrence Street
Denver, CO 80204
University of Vermont
101 Cherry Street, Suite 450
Anna Lou Pickett
470 West End Avenue
New York, NY 10024
University of Minnesota
102 Pattee Hall, 150 Pillsbury Drive, SE
Minneapolis, MN 55455
Appalachian State University
Boone, NC 28608
French, N. (2003). Managing paraeducators in your school: How to hire, train, and supervise non-certified staff. Thousand Oaks, CA: Corwin Press.
Giangreco, M., Edelman, S., Broer, S., & Doyle, M. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68(1), 45-63.
Giangreco, M., & Doyle, M. (2002). Students with disabilities and paraprofessional supports. Focus on Exceptional Children, 34(7), 1-12.
Pickett, A.L. (1999). Paraeducators: Factors that influence their performance, development, and supervision. [ERIC Digest E587.] Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. [Available at
SPeNSE (2000). The role of paraprofessionals in special education. Rockville, MD: Westat. [Available at www.spense.org.]
U.S. Department of Education, Office of Special Education Programs (1999). Paraprofessionals in the workforce. In the Twenty-first annual report to Congress on the implementation of the Individuals with Disabilities Education Act (III-1 - III-13). Washington, DC: Author.
Wallace, T., Shin, J., Bartholomay, T., & Stahl, B. (2001). Knowledge and skills for teachers supervising the work of paraprofessionals. Exceptional Children, 67(4), 520-533.
Wallace, T., Pickett, A.L., & Liken, M. (Fall 2002). Feature issue on paraeducators supporting students with disabilities and at-risk. Impact, 15(2), entire issue. [Available on the University of Minnesotas Institute for Community Integration and the Research Center on Community Living web site at http://ici.umn.edu/products/newsletters.html.]
Werts, M., Zigmond, N., & Leeper, D. (2001). Paraprofessional proximity and academic engagement: Students with
disabilities in primary aged classrooms. Education and Training in Mental Retardation and Developmental
Disabilities, 36(4), 424-440.
Research Connections is a biannual review of research on topics in special education, focusing on research sponsored by the U.S. Office of Special Education Programs. This issue of Research Connections was developed by Warger, Eavy Associates for the ERIC/OSEP Special Project.
The ERIC/OSEP Special Project is operated by The Council for Exceptional Children through the ERIC Clearinghouse on Disabilities and Gifted Education.