The amount of quality instructional time is one of the most powerful variables in determining student learning. Because special education programs are designed to meet individual needs of students, we often erroneously interpret this to mean that we should lower expectations for students with disabilities. In fact, if students with learning disabilities are to improve their skills they often must learn at a rate which exceeds that of other students. It is important that the teacher and the paraeducator convey to the student the importance of learning, and create a learning environment in which students use time effectively.
Students quickly adopt the attitudes of the teacher and paraeducator.
Low expectations from teachers and paraeducators quickly become low expectations for students. Because students with learning difficulties need to maximize quality learning time, teachers often need to prioritize the skills that students need and adjust schedules accordingly. Paraeducators in the classroom are important because they contribute to flexibility in schedules and types of activities. For example, students who need extra practice on math problems can spend quality practice time with the paraeducator, while students who need additional practice on reading skills can work with the teacher. Paraeducators may also increase the amount of instructional time in the classroom by assisting in organizing the classroom and maintaining the flow of activities.