From “Teaching Exceptional Children” July 2009, by Julie N. Causton-Theoharis
The Golden Rule of Intensive Supports – Support Others as You Would Wish to Be Supported
“Consider for a moment that the school system paid someone to be with you— supporting you 8 hours a day, 5 days a week. Now, imagine that you had no say over who that support person was or how she or he supported you. Or imagine that someone regularly stopped into your place of employment to provide you with one-on-one support. This person was present for all your interactions, escorted you to the restroom, and at times supported you by touching your back or shoulder or by manipulating your hands, head, or other parts of your body. This support person might also give you oral directions for upcoming tasks.
Would you become more independent or more dependent? How would this support change your relationships with your peers? Would you notice a loss of privacy or freedom? Would this person’s presence affect your creativity? At times, would you feel self-conscious about having someone supporting you? What if you asked him or her to move away from you and he or she did not? What would happen if you did not want him or her to touch you? What would you do? Do you think that you might develop negative behaviors?
Now consider how your presence affects the students whom you support.”
“Invasive adult support has inadvertent detrimental effects on students with disabilities”
Separation from classmates resulting in interference with peer interactions
Unnecessary dependence on adults
Insular relationships between paraprofessional and the student
A feeling of being stigmatized
Limited access to highly qualified instruction
Interference with teacher engagement
Learned helplessness
Loss of gender identity – parapros are overwhelmingly female
Provokes behavior problems