Chapter 10: Paraeducators
Chapter Assessment
1. The following is true of paraeducators except
A. the job of paraeducator is expected to be one of the fastest growing occupations in
upcoming years
B. some paraeducators have primary responsibility for writing IEP’s
C. in many circumstances, pareducators are considered to be the primary service
providers
D. most paraeducators work with special education and related services professionals
2. Which of the following is not a challenge regarding supervising paraeducators?
A. the possibility of conflict arising between the teacher and paraeducator
B. many teachers are reluctant to delegate tasks or act in a supervisory capacity
C. most special education teachers report not receiving any instruction on
supervising paraprofessionals
D. the use of paraprofessionals to support instructions
3. What is reportedly the biggest obstacle to professional-paraeducator planning?
A. parity
B. training of the paraeducator
C. available time to meet
D. education of the paraeducator
4. All of the following are reasons for the increasing numbers of paraeducators in today’s
school except
A. the trend towards inclusive practice
B. The downsizing of support personnel
C. The raising emphasis on early childhood programs
D. The growth in programs to assist in transitioning
5. Which of the following is not a task paraeducators are expected to perform?
A. Provide general support to teachers and classrooms
B. Provide one-on-one assistance to students with disabilities
C. Support special education programs
D. Design lesson plans and units
6. Most job descriptions for paraeducators do not describe which of the following?
A. Specific roles and responsibilities
B. Number of working hours
C. Qualifications for the job
D. General expectations about working in schools
7. Paraeducators may assume an amount of lunchroom supervision, time-out monitoring, or
playground duty. Which type of responsibilities does this represent?
A. Clerical duties
B. Direct support for students
C. Instructional delivery
D. Counseling duties
8. Paraeducators may observe student behavior, recording it as directed and giving the
student rewards as directed by the teacher. Which type of responsibilities does this
represent?
A. Clerical duties
B. Direct support for students
C. Instructional delivery
D. Counseling duties
9. What paraeducators instructionally should not do are clear and include all of the
following except
A. Write IEP goals and/or objectives for students with disabilities.
B. Interpret data gathered in order to plan appropriate educational goals for students
or to plan instruction.
C. Make decisions about what instructional, behavioral, or other interventions or
programs are needed by students.
D. Help students find appropriate resources for an assigned project or paper.
10. Which of the following is not a suggestion for communicating with your paraeducator?
A. Create for each of you a planning agenda that is laminated and can be used
repeatedly
B. Use e-mail communications
C. Use a clipboard agenda
D. Ensure that paraeducators adhere to school policies
11. True or False It is unethical for paraeducators to disagree with their supervisors.
12. True or False The No Child Left Behind Act has established parameters for paraeducator
preparation, which has effectively raised the minimum standard of their
qualifications.
13. True or False The most common tasks for paraeducators in special education relate
to noninstructional duties.
14. True or False Research shows that paraeducators report teachers as not being
proficient in guiding their work.
15. True or False Paraeducators are not bound by the same guidelines as teachers regarding
confidentiality.
16. True or False Ultimately, paraeducators should not assume nor bear sole responsibility
for any part of a student’s education.
17. True or False Paraeducators cannot function as a member of the instructional team.
18. True or False The trend towards inclusive classrooms is a factor that is causing the
number of paraeducators in today’s schools to increase.
19. True or False Paraeducators sometimes find that their experiences as mothers within
their cultures guide the expectations they set and ways of interacting with
students.
20. True or False Some professionals are concerned that paraeducators’ attention to students
may interfere with some teachers’ sense of responsibility for providing
instruction.
21. Define and give an example of a paraeducator.
22. Describe three reasons for the increasing use of paraeducators in special education.
23. Describe two guidelines to share with paraeducators regarding confidentiality.
24. List, explain, and give examples of the two ways that paraeducators generally serve in
special education and related services.
25. Describe the primary noninstructional responsibilities of paraeducators.
26. List and explain six examples of supervisory responsibilities that teachers have related to
working with paraeducators.
27. Describe three types of ethical considerations involving work with paraeducators.
28. Explain two of the most important areas about which teachers should communicate with
paraeducators, especially when beginning their work together.
29. Describe how NCLB has affected the qualification criteria of paraeducators.
30. How does IDEA-04 clarify the use of paraeducators for working with students with
disabilities?
Chapter 10: Paraeducators
Chapter Assessment