Abstract
The No Child Left Behind (NCLB) Act of 2001 provided a clear mandate to school administrators to provide additional training for professional and paraprofessional staff. With its requirement that school districts must ensure that all staff are highly qualified for the roles assigned to them, it leaves no room for excuses or prevarication. In addition, the NCLB Act requires that paraprofessionals work under the direction of a teacher or other professional; that is, their work must be However, this issue of professional supervision is not new. The Individuals with Disabilities Education Act (IDEA) of 1997 stated that paraprofessionals could be used to provide special education and related services as long as they were adequately trained and supervised. This requirement for supervision was reiterated in the 2004 reauthorization of the IDEA known as the Individuals with Disabilities Education Improvement Act (IDEIA) by adding that such use of paraprofessionals must be in line with state regulation and policy. In this article, the authors discuss the intricacies of the administrator's role in paraprofessional supervision to support ethnic minority students with special needs.
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