ApplD. J. (2002). A collaborative journey: Exploring and acting upon the concerns of beginning teachers. (Doctoral dissertation, University of Illinois at Urbana-Champaign, 2001). Dissertation Abstracts International, 62, 2677.
2.
BillP. (2003). New law impacts paraprofessionals. Pacesetter, 26(1), 8–9.
3.
BillingsleyB. S.TomchinE. M. (1992). Four beginning LD teachers: What their experiences suggest for trainers and employers. Learning Disabilities Research and Practice, 7, 104–112.
Council for Exceptional Children. (1999). Professional standards: CEC knowledge and skills for beginning special education paraeducators. (http://www.cec.sped.org/ps/paraks.html).
6.
Division for Early Childhood (DEC) of the Council for Exceptional Children, National Association for the Education of Young Children (NAEYC), & Association of Teacher Educators (ATE). (2000). Professional standards for early education and early intervention: Guidelines for licensure in early childhood special education. Longmont, CO: Sopris West.
7.
DrecktrahM. E. (2000). Preservice teachers' preparation to work with paraeducators. Teacher Education and Special Education, 23, 157–164.
8.
FrenchN. K.PickettA. L. (1997). Paraprofessionals in special education: Issues for teacher educators. Teacher Education and Special Education, 20, 61–73.
9.
FriendM.CookL. (2003). Interactions: Collaboration skills for school professionals (4th ed.). Boston: Allyn & Bacon.
HansS.KorfmacherJ. (2002). The professional development of paraprofessionals. Zero to Three, 23(2), 4–8.
12.
KilloranJ.TemplemanT. P.PetersJ.UdellT. (2001). Identifying paraprofessional competencies for early intervention and early childhood special education. TEACHING Exceptional Children, 34(1), 68–73.
13.
MusickJ.StottF. (2000). Paraprofessionals revisited and reconsidered. In ShonkoffJ. P.MeiselsS. J. (Eds.), Handbook of early intervention (2nd ed., pp. 439–453). New York: Cambridge University Press.
14.
PalmaG. M. (1994). Toward a positive and effective teacher and paraprofessional relationship. Rural Special Education Quarterly, 13(4), 46–48.
15.
StrifflerN. (1993). Current trends in the use of paraprofessionals in early intervention and preschool services. Chapel Hill, NC: National Early Childhood Technical Assistance System.
16.
WallaceT.ShinJ.BartholomayT.StahlB. J. (2001). Knowledge and skills for teachers supervising the work of paraprofessionals. Exceptional Children, 67, 520–533.
17.
YatesT.HainsA. H. (1997). State perspectives on meeting personnel challenges. In WintonP. J.McCollumJ. A.CatlettC. (Eds.), Reforming personnel preparation in early intervention, (pp. 27–47). Baltimore: Brookes.