Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities

Michael F. Giangreco, Susan W. Edelman, Tracy Evans Luiselli, Stephanie Z Macfarland

Research output: Contribution to journalArticle

177 Citations (Scopus)

Abstract

This study presents data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. Based on extensive observations and interviews, analyses of the data highlighted eight major findings of educational significance, all related to proximity of instructional assistants. Categories of findings and discussion include (a) interference with ownership and responsibility by general educators, (b) separation from classmates, (c) dependence on adults, (d) impact on peer interactions, (e) limitations on receiving competent instruction, (f) loss of personal control, (g) loss of gender identity, and (h) interference with instruction of other students. The article concludes with implications for practice related to policy development, training, classroom practices, and research.

Original languageEnglish (US)
Pages (from-to)7-18
Number of pages12
JournalExceptional Children
Volume64
Issue number1
StatePublished - Sep 1997

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assistant
interference
disability
multiple disabilities
Students
instruction
classroom
Ownership
Policy Making
general education
development policy
student
Interviews
educator
Education
responsibility
gender
interaction
interview
Research

ASJC Scopus subject areas

  • Rehabilitation
  • Education
  • Health Professions(all)

Cite this

Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities. / Giangreco, Michael F.; Edelman, Susan W.; Luiselli, Tracy Evans; Macfarland, Stephanie Z.

In: Exceptional Children, Vol. 64, No. 1, 09.1997, p. 7-18.

Research output: Contribution to journalArticle

Giangreco, Michael F. ; Edelman, Susan W. ; Luiselli, Tracy Evans ; Macfarland, Stephanie Z. / Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities. In: Exceptional Children. 1997 ; Vol. 64, No. 1. pp. 7-18.
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