One-to-one paraprofessionals for students with disabilities in inclusive classrooms: is conventional wisdom wrong?

Giangreco (2010) looked at the common practice of giving every student with a disability their own adult aide.

The paper is a position piece, not an experiment.

It argues that this one-to-one model may hurt more than help.

The author says constant adult hovering can block real peer friendships.

Kids may lean on the aide instead of learning to ask classmates for help.

The paper warns that schools often add aides without clear goals or fade plans.

Kasari et al. (2011) and Bauminger et al. (2003) back this up. Both studies show that students with autism still feel lonely even when they sit in regular classrooms.

Waldron et al. (2023) offers a fix. Their high-probability sequence lets teachers boost compliance without an extra adult.

Byrd (1972) set the stage. That paper told us to question any classroom practice that looks "normal" but may not help kids. Giangreco (2010) applies the same lens to one-to-one aides.

Perone (2003) adds a twist. It warns that even positive tools, like constant adult attention, can turn into crutches.

Look at your caseload this week. List every student who has a 1:1 aide. Ask: Does the aide still need to be there all day? Could peer buddies or teacher prompts do part of the job? Start writing a fade plan for at least one child.