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http://www.doe.mass.edu/sped/advisories/2014-3ta.html
The Team then identifies all of a student's special education needs arising from the disability and presenting barriers to the student's learning. ... Develop a plan for fading paraprofessional support. ... There is no "standard" plan for fading paraprofessional services—each will be individually tailored for the particular student.
http://www.gssapp.org/GeorgetownPublicSchools/studentservices/fading-paraprofessional-support/
Fading Paraprofessional Support . Georgetown Public Schools is committed to providing the appropriate interventions for students in order for them to make progress, including the provision of paraprofessional support. However, the discussion of developing an appropriate plan to fade that support should be had at the time of implementation.
http://ptan.seresc.net/blog/wp-content/uploads/2010/02/NHSAAGuidelinesForConsideration.doc
Guidelines for Consideration of Paraprofessional Support Services. Introduction. In June, 2010, a committee of 21 members of NHSAA’s Special Education Support Center formed to review current research, information and best practices concerning the process of assigning paraprofessional support services to children with disabilities.
https://www.mydigitalchalkboard.org/cognoti/content/file/resources/documents/bd/bd138d68/bd138d6893c6d73b2d37444a29086733cb58d4a3/downloadedfile_4735152233120260284_FadePlan2.pdf
The criteria for implementing fading should be tied specifically to goals/objectives from the ISP that support optimal independent functioning Describes support needed during: Transitions Work/Day Activity Behavior Self-help Describes fading plan hierarchy A specific number of episodes/instances of the behavior could be set as criteria
https://www.njcommonground.org/responsible-use-of-one-to-one-paraprofessionals-planning-from-the-start-to-fade-out-support/
Oct 25, 2016 · Responsible Use of One-to-One Paraprofessionals: Planning From the Start to Fade-Out Support. Oct 25, 2016 Features. ... and when possible fading the one-to-one paraprofessional to a more naturalistically occurring ratio. ...
https://inclusiveschools.org/avoiding-over-use-of-paraeducator-support-for-individual-students/
Sep 03, 2015 · The benefits of paraeducators in the school setting are many including flexible support for students in a variety of instructional settings, increased opportunities for close observation of students, increased flexibility in responding to personal needs such as toileting and feeding, and the addition of a valuable team member in problem solving and decision-making.
https://www.gvsu.edu/cms4/asset/64CB422A-ED08-43F0-F795CA9DE364B6BE/effectively_utilizing_paraprofessionals_6-08.pdf
do and how paraprofessional support would facilitate increased participation in the inclusive classroom. Most importantly, the team decides how paraprofessional support would enable the student to become more independent. After the team decides the specific tasks that the paraprofessional will perform, the paraprofessional is hired and
https://www.cde.state.co.us/sites/default/files/documents/cdesped/download/pdf/ssn_goldenrule.pdf
adult support and allow for more natu - ral supports to occur. The research in fading support is clear. Invasive adult support has had inadvertent detrimen - tal effects on students with disabilities. Giangreco, Edelman, Luiselli, and MacFarland (1997) listed the following detrimental effects of paraprofessional proximity: • Separation from ...Cited by: 25
http://www.swiftschools.org/talk/helping-or-hovering-role-paraprofessional-top-eight-tips-inclusive-classroom
Peer support was emphasized as an ideal model whenever possible. 5) Paraprofessional job descriptions are written to reflect the needs of the school and classroom. Teachers and paraprofessionals are involved in the paraprofessional hiring process to ensure appropriate matches for the culture of the school and vision for inclusion.
https://www.uft.org/sites/default/files/attachments/guidance-continuation-paraprofessional.pdf
one student may be served by the same paraprofessional (e.g., to serve students with allergies, or students with intermittent or inconsistent needs for intense support). A paraprofessional ratio of 2:1 or 3:1 should especially be considered for students at the secondary level, for whom fading of paraprofessional support may be appropriate.
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