Studies show one-to-one aide engagement with students is low

September 30, 2015

 

Many special education students receive one-to-one aide support during the school day as a necessary component of a free appropriate public education (FAPE) to meet their unique needs. However, certain studies suggest that, in general, one-to-one aides may not be spending enough of their time providing instruction or support. The studies showed that on average, teachers and classroom assistants provide instruction or support to children with autism 91% to 98% of the time, while one-to-one aides provide instruction or support only 57% of the time. Read more. See also the article in Disability Scoop.

 

My personal experience parallels the results of the studies. During my time as a substitute teacher in special education classrooms in Los Angeles and Oakland many years ago, I recall being concerned, sometimes appalled, at the large number of one-to-one aides who seemed to be providing very little support for the children to whom they were assigned.

 

According to the researchers, the low level of support provided by the one-to-one aides may suggest that the aides need more training in supporting students or the teachers may need more training in supervising aides. Additionally, the researchers suggest that the problem of low engagement by one-to-one aides may result from a lack of clarity as to who is responsible for training, supervising, and evaluating the one-to-one aides.

 

Through our efforts on your child's behalf, we may possibly obtain the additional training your child's one-to-one aide and/or teacher may need to effectively support your child during the school day.  

 

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