A Parent’s Guide to One to One Aides in the Classroom

An Information Guide for Parents
Many of the parents we represent view a one to one instructional aide as an essential component of their child’s appropriate educational program.  An aide can often make the difference between a year of positive academic growth or the alternative.  Ironically as more parents are seeking aides for their children, many districts are scaling back their programs and laying-off personnel.  If you are considering requesting an aide for your child or are currently using an aide in the classroom, here are a few guidelines to keep in mind.

What is an Aide?
The definition and role of a one to one aide is best summarized

a specially trained paraprofessional which assists in “meeting
the pupil’s needs, that result from the pupil’s disability, to
enable the pupil to be involved in and progress in the general

Securing a Quality Instructional Aide For Your Child – IEP Strategies

Every IEP begins with a discussion of the child’s present levels of educational performance.  The team members present their findings and observations of the child’s strengths and challenges.  Parents should remember that each member of the team, including the parents themselves, are equal participants in the process. If you have specific concerns regarding your child that have not been raised by the other team members, be sure to raise them during the present levels discussion and make sure that they are noted in the IEP.

Goal Writing  
A frequently used rule of thumb on securing services in the IEP context is “the goals drive the services.”  Simply stated, parents who believe that their child requires the assistance of a paraprofessional must be vigilant during the goal writing process to make sure that the child’s challenges are adequately addressed with appropriate goals for overcoming those challenges.  For instance, let’s assume that the child has difficulty with transitions and self care issues.  It is absolutely vital that these important issues are covered in the goals for the year.  The goals advanced by the team will ultimately set the stage for the discussion of the services necessary to help the child meet the goals.

A Word on Aide Qualifications

Adding Qualifications to the IEP
Getting the IEP team to agree that a classroom instructional aide is appropriate for the child can sometimes only be half of the battle.  If the child has specific needs, make sure that the required skills/qualifications of the aide are included in the IEP.  For example, a child who uses American Sign Language to augment spoken language should have an aide trained in sign.  Many districts resist adding aide qualifications to the IEP by arguing that they cannot guarantee aide qualifications due to labor issues and shortages of personnel.  A good compromise here might be to have the district promise to train the assigned aide in the required skill within a reasonable period of time.

Monitoring the Aid’s Qualifications
The No Child Left Behind (NCLB) is a federal statute that covers all states, school districts, and some private programs that accept Title 1 federal grant money.  The statute’s stated intent is to raise the accountability of schools nationwide by holding teachers accountable by student testing to insure proficiency from year to year.  Schools that don’t “make the grade” run the risk that the state may take action to remove personnel, including administration, and possibly assume control of its operations.  The general consensus among the special needs community is that the statute, while noble in purpose, may have an alienating effect on special needs children who often perform lower on standardized testing. While the statute is clearly controversial, it can provide very useful tools to parents going through the special education process.

If your child receives any services from a paraprofessional, at your request, the school is required to provide you with information about the paraprofessional’s qualifications. [4] Section 1111(h)(6).

New paraprofessionals who assist in Title 1 programs must have completed two years of college or pass a proficiency test. The test will assess their ability to support teachers in reading, writing and math instruction. Paraprofessionals already employed have until 2006 to meet these requirements. [3] Section 1119(c-d).

You can access the statute in its entirety at the US Department of Education website: http://www.ed.gov/policy/elsec/leg/esea02/index.html

In summary, an aide may be a vital component in your child’s education.  The goals that are written will ultimately determine if an aide is needed to help the child progress. If you know that you will be requesting an aide for your child, give some consideration to the specific qualifications that would make the aide an effective member of the child’s program.  I recommend that parents bring in supporting materials, research, etc. to support their position. Most IEP teams are open to considering your proposal, especially if you have authoritative material supporting your request.

These materials were prepared by Mark Woodsmall, founder of the Woodsmall Law Group and the parent of a child with Autism. For more information on securing a One to One Aide or shadow for your child,  please contact us at

Woodsmall Law Group, PC
(626) 440-0028

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