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The Journal of Special Education
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Numbers That Count

Exploring Special Education and Paraprofessional Service Delivery in Inclusion-Oriented Schools

Jesse C. Suter

University of Vermont, Burlington, jesse.suter{at}uvm.edu

Michael F. Giangreco

University of Vermont, Burlington

This study explores key indicators of special education service delivery based on responses from 92 special educators and 36 administrators in 19 Vermont schools. Special educators reported on their work, the work of paraprofessionals they supervised, and 103 students with disabilities who were receiving one-to-one paraprofessional supports within general education classes. Findings indicate that (a) many special educators have large caseloads, (b) there are substantially more paraprofessionals than special educators, and (c) more than half of all special education paraprofessionals are assigned to students with disabilities one-to-one. Combined, these factors indicate that schools employed models of service delivery for students with disabilities that are substantially supported by paraprofessionals, thus raising concerns about students' access to a free, appropriate public education.

Key Words: caseload • reform • schools • service delivery • paraprofessionals • special educators

This version was published on August 1, 2009

The Journal of Special Education, Vol. 43, No. 2, 81-93 (2009)
DOI: 10.1177/0022466907313353
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