2021, Vol. 3, Issue 3, Part A

Author(s): Fr. Baiju Thomas and Dr. S Logesh Kumar

Abstract: The current research work is titled “Enhancing the significant role of paraprofessionals in enabling samagra shisha Abhiyan (SMSA) scheme among of students with intellectual disabilities (SwIDs) in inclusive classroom settings in Idukki district of Kerala”. The role of a paraprofessional in an inclusive classroom can be demanding in today’s context. The main purpose of this study was to understand the vibrant role of paraprofessionals in executing the SMSA scheme for supporting students with SwIDs in the Idukki district of Kerala. Paraprofessionals often represent the prime support system for special education students and are nucleus members of special education instructional teams. Paraprofessionals can aim to progress their knowledge and skills, talents, and expertise throughout their professions. A total of 50 paraprofessionals were selected for the current study's survey. The research employs a descriptive survey framework to assess the role of paraprofessionals in the incorporation of the SMSA scheme in inclusive classroom settings for students with intellectual disabilities. This study act as an indication for all paraprofessionals planned to advance their occupations. This research will show how paraprofessionals can work effectively in an inclusive classroom, provide practical and appropriate support to students, manage relationships with teachers and students, and help in the creation of student friendships. The role of the special education paraprofessional is to assist the teacher in making better use of the teacher's abilities and knowledge. The major findings of this study reveal that Para-professionals are average aware of the SMSA Scheme and the current school scenario agrees that the SwIDs and their related Para-professionals have an average degree of supply of equipment or other materials. Under the direction and support of the instructor, paraprofessional’s aid in the execution of the individualized education plan. Paraprofessionals supporting SwIDs desired customized training relating to behavior management and instructional implications in inclusive classroom settings.

DOI: 10.33545/27068919.2021.v3.i3a.566

Pages: 18-22 | Views: 602 | Downloads: 178

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