1. 30th NRCP Conference • San Antonio, Texas
Friday March 2, 2012
To Be or Not To Be Intrusive in Inclusive Settings
Mary Lasater, Ed.D.
Levels of Support
Definitions and Examples
Low
This support is always available but not needed on a regular basis by the student.
The student would be able to function in the environment without the support, just not
as successfully.
Example: Casey is assigned to a general education math class, along with four other
students with disabilities. The paraeducator is always in the environment and is able to
support Casey when needed. Typically, Casey only requests help two or three times
each week and it is usually to check his work or to clarify activity or worksheet directions.
Medium
This level of support is necessary on a regular basis in order for the student to be
successful or to learn in the environment.
Example: Sharon participates in a vocational training program in the community. Each
afternoon she is accompanied by the paraeducator onto the training site. The
paraeducator is always available and provides verbal cues when Sharon struggles to
remember the next step in the task sequence. At times, the paraeducator leaves Sharon
to work independently and completes paperwork in the employee lounge.
High
High levels of support are generally intrusive in nature. The support is absolutely
necessary for the student to learn and must be provided consistently. The
student could not function in the environment without the support.
Example: Jim attends computer lab with his peers. Although he enjoys this class, he needs a high level
of support. The paraeducator sits next to Jim and provides both physical and verbal cues. She uses
hand-over-hand support to help him turn on the computer, use the mouse to select the desired program
and to complete the task. She provides many verbal cues to help Jim stay on task.
Transitional
The amount of support (low, medium, or high) is provided temporarily to assist a
student in gaining independence in new environments, activities, and/or acquisition of
new concepts.
Example: Marlene had never required specific support in the elementary school
cafeteria where she was independent during lunch. During the first two weeks of middle
school, Marlene was provided a medium level of support to transition into the middle
school cafeteria where procedures, routines, communication and social skills were much
more complex. After two weeks, Marlene understood the requirements and the culture
of the middle school cafeteria and no longer required the additional support.
Mary Lasater, Ed.D. 1
mlasater1@mac.com

2. Intrusive Guidelines
You know you’re being less intrusive when you...
• use “wait time” to see if the student follows teacher directions and works
independently
• dignify the student by not singling him/her out in front of others when giving support
with a low tone of voice and/or assisting several students at once in a group
• “know” the student and give just the right amount of support - not too much/not too
little
• give support and the student does not react in a negative manner (embarrassed,
angry or noncompliant)
• “move on” to other students once the support is given
• don’t give support when none is needed - but do give specific praise to any student
for work done correctly
• provide support with a stress on building student independence and perseverance
• assist other students needing help
Mary Lasater, Ed.D. 2
mlasater1@mac.com

3. Hierarchy of Questioning, Verbal Cues,
and Prompts
Less • draw attention to the natural cues/ prompts in some
intrusive way: nonverbally using gestures - or verbally in a
normal tone
Example: “Look, it’s time for math.”
• ask a question about necessary action
Example: “What do you need to take out when it’s math
time?"
• give an option
Example: “It’s time for math, do you need take a science book
or a math book?”
• tell the student what action to take
Example: "It’s math time, take out your math book."
• tell the student and physically guide through what
action to take
Example: Get the math book and put it in one hand of the
student and using a hand-over-hand prompt, guide the
student through the process of opening the book and
Most getting the remainder of the needed supplies.
intrusive
This activity was taken from
©Paraeducators: LifeLines in the Classroom
Module 6 - Least Restrictive Environment (2006)
Lasater, M., Johnson, M & Fitzgerald, M.
LRP Publications
Mary Lasater, Ed.D. 3
mlasater1@mac.com

4. Five reasons to concerned about 1:1 paraeducator supports in self-
contained and inclusive settings
Reason 1: The least qualified staff members are teaching students with the most
complex learning characteristics.
Reason 2: Paraeducator supports are linked with inadvertent detrimental effects, such
as, separation from classmates, unnecessary dependence, interference with peer
interactions, insular relationships, feeling stigmatized, limited access to competent
instruction, interference with teacher engagement, loss of personal control, loss of
gender identify, provocation of problem behaviors.
Reason 3: Individual paraeducator supports are linked with lower levels of teacher
involvement.
Reason 4: Teachers, parents, and students may not be getting what they deserve and
expect.
Reason 5: Providing paraeducator support may delay attention to needed changes in
schools.
Source: Giangreco, M., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2007) “Be Careful What You
Wish for…”: Five Reasons to Be Concerned About the Assignment of Individual Paraprofessionals.
Teaching Exceptional Children,
May/June, 2005, pp. 28 – 34
Mary Lasater, Ed.D. 4
mlasater1@mac.com

5. More detail on Reason 2 on inadvertent detrimental effects:
Category of Effect Description
Separation from Student with a disability and paraeducator are seated together
Classmates in the back or side of the room, physically separated from the
class.
Unnecessary Student with a disability is hesitant to participate without
Dependence paraeducator direction, prompting, or cueing.
Interference with Paraeducator can create physical or symbolic barriers that
Peer Interactions interfere with interactions between a student with disabilities
and classmates.
Insular Relationships Student with a disability and paraeducator do most everything
together, to the exclusion of others (i.e., teachers and peers).
Feeling Stigmatized Student with a disability expresses embarrassment/discomfort
about having a paraeducator; makes him or her stand out in
negative ways.
Limited Access to Paraeducators are not necessarily skilled in providing
Competent competent instruction; some do the work for the students they
Instruction support.
Interference with Teachers tend to be less involved when a student with a
Teacher disability has a paraeducator because individual attention is
Engagement already available.
Loss of Personal Paraeducator does so much for the student with disabilities
Control that he does not exercise choices that are typical for other
students.
Loss of Gender Student with a disability is treated as the gender of the
Identity paraeducator (e.g., male student taken to the female
restroom).
May Provoke Some students with disabilities express their dislike of
Problem Behaviors paraeducator support by displaying inappropriate behaviors.
Mary Lasater, Ed.D. 5
mlasater1@mac.com

6. Prevent Possible Negative Effects of Paraeducator Support
Separation
Effect Students receiving support are separated physically from their classmates
when grouped at the back or the side of the room.
Remedy Whenever possible, walk to where students are seated among their
classmates to provide support. Be sure to assist any student in the class,
which will reduce the stigma of being different for those with special needs.
Unnecessary Dependence
Effect Student becomes hesitant to participate without paraeducator direction,
prompting, or cueing.
Remedy Use a hierarchy of cueing and prompting before immediately providing a
solution. This gives the student more opportunities to think and respond
independently.
Interference with Peer Interactions
Effect Paraeducator creates a physical or symbolic barrier that interferes with
interactions between students with disabilities and their non-disabled
classmates.
Remedy Avoid hovering over student(s) and move on to assist other students so that
peers can interact more easily.
Insular Relationships
Effect Student and paraeducator do most everything together, to the exclusion of
others (i.e., teachers and peers).
Remedy Include other students whenever possible to encourage relationships
between peers.
Feeling Stigmatized
Effect Student expresses embarrassment/discomfort about having to work with the
paraeducator, which he perceives as making him stand out from others.
Remedy Include other students whenever possible and move away as soon as
possible to assist other students.
Limited Access to Competent Instruction
Effect Paraeducators are not necessarily skilled in providing competent instruction;
rather, some do the work for the students they support.
Remedy Direct student attention to the teacher during instruction to reinforce what
has been taught. Continue to access training on needed skills for reinforcing
teacher instruction.
Interference with Teacher Engagement
Effect Teachers tend to be less involved with a student with a disability who has a
paraeducator because individual attention is already available.
Remedy Continue to ask direction from the teacher regarding the role of the
paraeducator in supporting the student. Encourage the teacher to model
appropriate re-teaching directly with the student.
Loss of Personal Control
Effect Paraeducator does so much for the student that he does not exercise
choices that are typical for other students.
Remedy Give the student a choice of which of the teacher-directed activities to do
first.
Loss of Gender Identity
Effect Student with a disability is treated as the gender of the paraeducator (e.g.,
Mary Lasater, Ed.D. 6
mlasater1@mac.com

7. male student taken to the female restroom).
Remedy Whenever possible, assign a paraeducator of the same gender as student
or elicit another teacher or peer of the same gender as the student to assist
a child when appropriate.
Problem Behaviors
Effect Some students express their dislike of paraeducator support by displaying
inappropriate behaviors.
Remedy Assist all students throughout the class so that the focus is not entirely on
one particular student. Draw the disgruntled student’s attention to your open
support and willingness to help any student. Be sure to offer encouragement
and praise to all students for work well done.
Unprepared Paraeducators
Effect Teachers, parents, and students may not be getting what they deserve and
expect.
Remedy Ensure that paraeducators are adequately trained and supervised.
Delay in Needed Changes
Effect Providing paraeducator support may delay attention to needed changes in
schools.
Remedy Ensure that adequate number of teachers are hired so that paraeducators
do not take on role of primary instructor.
Adapted by Mary Lasater from Giangreco, M., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2007).
Teaching Exceptional Children,
May/June, 2005, pp. 28 – 34
Mary Lasater, Ed.D. 7
mlasater1@mac.com

8. Handout M6 - 7.5
Supporting and Reporting
Directions: Once the student has been included in an environment, it is necessary to continue to
examine the effectiveness of the strategies being utilized. This tool should be used on a regular basis to
guide the on-going communication between the partner teacher(s) and the paraeducator. The general
education teacher and/or paraeducator should complete the form. When there are significant concerns
regarding the strategies being utilized, a meeting should take place in which the partner teacher(s) and
paraeducator can use a problem-solving format to make the necessary changes.
Student
Environment/Class Date
Person(s) Completing Form
The instructional and behavior
strategies being utilized are
Yes No Comments
helping the student make
progress in ……
managing their own behavior.
demonstrating appropriate social skills
with adults and other students.
communicating their needs.
initiating and sustaining appropriate
involvement in the classroom.
achieving a level of independence.
following teacher directions.
completing classroom tasks and
assignments.
completing outside assignments.
Mary Lasater, Ed.D. 8
mlasater1@mac.com

9. In-Class Support Log
Course: Teacher:
Support Staff:
Week of: Period/Time:
Student Attendance
M T W T F
Accommodations
Support Activities: (Comment as needed) Level(s) Provided
PS N T L M H
Monday
Tuesday
Wednesday
Thursday
Friday
(Level of support needed – PS = Peer Support; N = None: T = Transitional; L = Low; M = Medium; H = High)
Class Activities/Homework:
Monday
Tuesday
Wednesday
Thursday
Friday
Developed by Mary Lasater, Ed.D., (2010)
Mary Lasater, Ed.D. 9
mlasater1@mac.com

10. Instructional Support Activity Sheet for the week of:
Student: Subject: Time:
Classroom Teacher: Support Staff:
Monday
Student worked on:
Student’s Participation: Support required/provided:
High; very involved Understood with no direct support
Moderate; paid attention Understood with low support
Low; distracted or disinterested Understood with medium support
Concerning; disruptive behavior Understood with high support
May require re-teaching
Comments: (i.e., concerns, observations, or specific strategies that helped the student)
Tuesday
Student worked on:
Student’s Participation: Support required/provided:
High; very involved Understood with no direct support
Moderate; paid attention Understood with low support
Low; distracted or disinterested Understood with medium support
Concerning; disruptive behavior Understood with high support
May require re-teaching
Comments: (i.e., concerns, observations, or specific strategies that helped the student)
Wednesday
Student worked on:
Student’s Participation: Support required/provided:
High; very involved Understood with no direct support
Moderate; paid attention Understood with low support
Low; distracted or disinterested Understood with medium support
Concerning; disruptive behavior Understood with high support
May require re-teaching
Comments: (i.e., concerns, observations, or specific strategies that helped the student)
Mary Lasater, Ed.D. 10
mlasater1@mac.com

11. Instructional Support Activity Sheet for the week of: (p. 2)
Thursday
Student worked on:
Student’s Participation: Support required/provided:
High; very involved Understood with no direct support
Moderate; paid attention Understood with low support
Low; distracted or disinterested Understood with medium support
Concerning; disruptive behavior Understood with high support
May require re-teaching
Comments: (i.e., concerns, observations, or specific strategies that helped the student)
Friday
Student worked on:
Student’s Participation: Support required/provided:
High; very involved Understood with no direct support
Moderate; paid attention Understood with low support
Low; distracted or disinterested Understood with medium support
Concerning; disruptive behavior Understood with high support
May require re-teaching
Comments: (i.e., concerns, observations, or specific strategies that helped the student)
Developed by Mary Lasater, Ed.D., (2010)
Mary Lasater, Ed.D. 11
mlasater1@mac.com

12. Shifting Gears
Directions: Rate your performance on the following actions from one to five as follows:
1 never
2 seldom
3 occasionally
4 regularly
5 always
Then identify the three actions you might focus on for improvement.
Interaction with Student(s) Priorities
• address students by name 1 2 3 4 5
• give students his/her attention when requested 1 2 3 4 5
• use a calm, firm tone of voice when
1 2 3 4 5
reprimanding a student(s)
• ensure that his/her actions do not draw
attention to the student in a manner that 1 2 3 4 5
singles him/her out from the other students
• utilize nonverbal actions that indicate respect
1 2 3 4 5
(i.e., allows for personal space)
Planning Priorities
• plan with partner teacher on a regular basis 1 2 3 4 5
• demonstrate active listening during planning
by asking questions and responding to 1 2 3 4 5
information
• keep a record of important information from
1 2 3 4 5
planning sessions
• brings pertinent information to the planning
1 2 3 4 5
process
Communication Priorities
• utilize information and suggestions provided by
1 2 3 4 5
the partner teacher(s)
• maintain confidentiality with all information 1 2 3 4 5
• use written documentation as part of the
1 2 3 4 5
communication process
Mary Lasater, Ed.D. 12
mlasater1@mac.com

13. Handout M6 - 9.1b
• direct questions and concerns from teachers
and/or parents to the partner teacher an 1 2 3 4 5
appropriate manner
• keep partner teacher aware of information
1 2 3 4 5
regarding the student
• seek partner teacher approval for any changes
in instructional materials and/or techniques 1 2 3 4 5
being utilized with the student(s)
Interaction with Partner Teacher Priorities
• give the partner teacher(s) his/her attention
1 2 3 4 5
when requested
• openly discuss concerns and issues with the
1 2 3 4 5
partner teacher(s)
• utilize verbal and nonverbal communication
1 2 3 4 5
that indicates respect
• bring information and suggestions to the
1 2 3 4 5
partner teacher(s) that show self-initiative
Delivery of Services & Supports Priorities
• have necessary materials prepared for
1 2 3 4 5
instruction
• make necessary adaptations in instructional
materials and techniques based on the 1 2 3 4 5
students’ responses/performance
• understand and implement levels of support
1 2 3 4 5
based on the needs of the student(s)
• utilize natural cues and supports whenever
1 2 3 4 5
possible
• use redirecting as an effective behavior
1 2 3 4 5
improvement strategy
• fade services and supports when appropriate 1 2 3 4 5
• use appropriate data collection techniques to
1 2 3 4 5
bring pertinent information to the IEP process
• am aware of and support the IEP goals/
1 2 3 4 5
objectives established for the student(s)
• provide services and supports as least
1 2 3 4 5
intrusively as possible
Mary Lasater, Ed.D. 13
mlasater1@mac.com