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Supporting Peer Interactions for Students with Complex Communication Needs in Inclusive Settings: Paraeducator Roles
Tara V McCarty1, Janice C Light1
1Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA.
Perspectives of the ASHA Special Interest Groups
|June 20, 2022
Summary
Paraeducators can support positive peer interactions for students with complex communication needs (CCN). This guide offers a template for training educational teams, including speech-language pathologists (SLPs), to enhance peer relationships for children with CCN.
Area of Science:
- Speech and Language Pathology
- Special Education
- Inclusive Education
Background:
- Positive peer interactions are crucial for students with complex communication needs (CCN).
- General education classrooms present unique challenges and opportunities for these students' social development.
- Paraeducators represent a valuable, yet often underutilized, resource for supporting peer relationships.
Purpose of the Study:
- To review literature on fostering peer interactions for students with CCN in inclusive settings.
- To provide a template for speech-language pathologists (SLPs) and educational teams to guide paraeducator training.
- To outline considerations for paraeducator training based on the WHO ICF-CY framework.
Main Methods:
- Literature review on inclusion, peer relationships, and paraeducator roles for students with CCN.
- Consultation of the WHO ICF-CY framework for training considerations.
- Development of a step-by-step template for planning and implementing paraeducator training.
Main Results:
- Identified challenges to positive peer relationships, including student, peer, AAC system, and environmental factors.
- Presented a structured template to guide educational teams in training paraeducators.
- Emphasized the collaborative role of SLPs and paraeducators in supporting students with CCN.
Conclusions:
- Paraeducator training is essential for effectively supporting peer interactions for students with CCN.
- A systematic approach to training can enhance paraeducator capacity to facilitate social inclusion.
- Collaboration between SLPs and paraeducators is key to improving social outcomes for students with CCN.
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