At DTA Schools & Clinic, we believe that all students—regardless of physical or communication challenges—deserve to learn, play, and grow alongside their peers in inclusive environments. For some students, the support of a 1:1 paraprofessional may be one part of their Individualized Education Program (IEP) team’s plan to ensure access, participation, and meaningful communication in the general education setting.

When a paraprofessional is in place, it’s essential that their role is clearly defined, purpose-driven, and aligned with the overall goals of inclusion and independence.

💡 What Does a 1:1 Paraprofessional Do?

Paraprofessionals who work directly with a student are there to support access—not to replace instruction or peer interaction. Their role is to help remove barriers so that the student can engage in learning and social experiences as independently and meaningfully as possible.

Depending on the student’s needs, this support might include:

• Reinforcing classroom instruction with visual cues or simplified language
• Supporting the use of AAC or other communication tools
• Assisting with physical positioning, mobility, or adaptive equipment
• Helping the student stay organized, focused, and emotionally regulated
• Encouraging and facilitating peer interaction during group work or play

Their presence should help the student become more involved in class—not more separated.

🚧 Understanding Boundaries: What a Paraprofessional Doesn’t Do

Paraprofessionals are vital to daily classroom support, but they are not responsible for making instructional decisions or curriculum modifications.

🔑 Curriculum adaptation and instructional planning are the responsibility of the general education teacher, with input and support from the special education team, SLP, OT/PT, and other related service providers.

Paraprofessionals should follow the direction of the certified staff and:

• Implement strategies, accommodations, or materials already planned by the team
• Support student participation and access to the general curriculum
• Share observations and feedback to help the team refine supports

They should not:

• Decide what content the student receives
• Skip or alter tasks without teacher guidance
• Substitute their own materials or instruction
  

🌈 Inclusion Is More Than Placement

Having a student physically present in the classroom is just the beginning. True inclusion means helping that student be a member of the classroom community—actively involved in learning and connection.

When a paraprofessional is part of the picture, their role should include:

• Supporting the student’s physical placement within the group (e.g., sitting with peers at a table or on the rug—not to the side or in the back)
• Helping the student participate in whole-class and small group routines, with communication and physical supports as needed
• Encouraging participation in academic tasks, classroom discussions, and social interactions—always with an eye toward building independence and confidence
  

👥 Inclusion Takes a Team

A 1:1 paraprofessional is one part of a larger support system. Effective support only happens when the whole IEP team is aligned, with:

• Regular collaboration between the general education teacher, special education teacher, SLPs, OTs, and PTs
• Clear role expectations and training for paraprofessionals
• Open communication with families and students

When we work together—sharing the vision, honoring each other’s expertise, and centering the student—we create learning environments where everyone belongs and can thrive.

❤️ At DTA, We’re Here to Support You

Whether you're a teacher, therapist, or parent, we’re here to help you build strong, inclusive practices that work. Our team offers training, consultation, and resources to support school teams in making inclusion meaningful for every student.

Let’s build classrooms where every voice is heard and every learner is included.