Paraprofessional utilization has steadily risen in an effort to meet the needs of students with disabilities in inclusion-oriented classrooms. This article describes how justification approaches to paraprofessional decision making operate from a reactive posture, include inherently problematic criteria, and perpetuate socially constructed myths that certain students need one-to-one paraprofessionals. An alternative framework for making decisions is offered through a series of school/district- and classroom/team-level concepts and corresponding actions
Giangreco, Michael F., Doyle, Mary Beth, and Suter, Jesse C. (2012. Constructively Responding to Requests for Paraprofessionals -We Keep Asking the Wrong Questions. Remedial and Special Education, 33, 362-373.