Most paras spend their days doing proximity support - hovering at a student's elbow - and research is pretty clear that this actually works against independence and peer connection. But here's the thing: it's not the para's fault. In this episode, we talk about why paras default to hovering, what a well-utilized para actually looks like, and practical ways to redistribute support so your whole classroom benefits - not just one student.

Giangreco et al. (1997). You're welcome: Problematic paraprofessional supports in inclusive schools. Journal of Special Education.

Giangreco, M.F. (2010). Utilization of teacher assistants in inclusive schools. Intellectual and Developmental Disabilities.

Come join the conversation! Find us on Instagram at @theautismhelper and TikTok at @theautismhelper - drop your hot take in the comments and let us know where you land on this one.

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