This four-page article describes a conundrum facing schools utilizing paraprofessionals to support students receiving special education. It considers three factors: (a) asked to engage in teacher-type instructional roles, (b) trained and supervised for teacher-type instructional roles, and (c) compensation commensurate with teacher-type instructional roles across six combinations. Regardless of whether or not the factors are present or not it often leads to series of undesirable outcomes. The article suggest a series of alternatives.
Giangreco, M. F., & Broer, S. M. (2002). The paraprofessional conundrum: Why we need alternative support strategies. Center on Disability and Community Inclusion, University of Vermont: Burlington, VT.