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From the Frontlines: Perceptions of Paraprofessionals' Roles and Responsibilities

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Title: From the Frontlines: Perceptions of Paraprofessionals' Roles and Responsibilities
Language: English
Authors: Mason, Rose A., Gunersel, Adalet B., Irvin, Dwight W., Wills, Howard P., Gregori, Emily, An, Zhe G., Ingram, Paul B.
Source: Teacher Education and Special Education. May 2021 44(2):97-116.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305H140048
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Paraprofessional School Personnel, Special Education, Students with Disabilities, Public Schools, Training, Responsibility, Educational Needs, Teacher Role, Supervision, Barriers, Self Efficacy, Special Education Teachers, Competence, Severity (of Disability), Urban Schools, Elementary Schools
DOI: 10.1177/0888406419896627
ISSN: 0888-4064
1944-4931
Abstract: The paraeducator workforce as well as the breadth of their responsibilities to serve students in special education has increased considerably in public schools. Unfortunately, research to identify the most effective methods for training paraeducators has not kept pace. Addressing this dynamic, through an implementation science framework, requires a better understanding of contextual factors. In this study, focus groups (FGs) with paraeducators and teachers were conducted to examine (a) responsibilities, training needs, and related issues of paraprofessionals; (b) training needs and related issues of teachers as supervisors of paraeducators; and (c) factors that support or impede special educators' self-efficacy and their perception of competence of their colleagues. Four FGs, homogeneous based on role and assignment (mild vs. moderate-to-severe disabilities), were conducted utilizing a semistructured interview protocol. Qualitative content analysis revealed important challenges and training-related deficiencies experienced by both teachers and paraeducators, as well as suggestions for addressing these issues.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2021
Accession Number: EJ1294134
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Mason%2C+Rose+A%2E%22">Mason, Rose A.</searchLink><br /><searchLink fieldCode="AR" term="%22Gunersel%2C+Adalet+B%2E%22">Gunersel, Adalet B.</searchLink><br /><searchLink fieldCode="AR" term="%22Irvin%2C+Dwight+W%2E%22">Irvin, Dwight W.</searchLink><br /><searchLink fieldCode="AR" term="%22Wills%2C+Howard+P%2E%22">Wills, Howard P.</searchLink><br /><searchLink fieldCode="AR" term="%22Gregori%2C+Emily%22">Gregori, Emily</searchLink><br /><searchLink fieldCode="AR" term="%22An%2C+Zhe+G%2E%22">An, Zhe G.</searchLink><br /><searchLink fieldCode="AR" term="%22Ingram%2C+Paul+B%2E%22">Ingram, Paul B.</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: The paraeducator workforce as well as the breadth of their responsibilities to serve students in special education has increased considerably in public schools. Unfortunately, research to identify the most effective methods for training paraeducators has not kept pace. Addressing this dynamic, through an implementation science framework, requires a better understanding of contextual factors. In this study, focus groups (FGs) with paraeducators and teachers were conducted to examine (a) responsibilities, training needs, and related issues of paraprofessionals; (b) training needs and related issues of teachers as supervisors of paraeducators; and (c) factors that support or impede special educators' self-efficacy and their perception of competence of their colleagues. Four FGs, homogeneous based on role and assignment (mild vs. moderate-to-severe disabilities), were conducted utilizing a semistructured interview protocol. Qualitative content analysis revealed important challenges and training-related deficiencies experienced by both teachers and paraeducators, as well as suggestions for addressing these issues.
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        Value: 10.1177/0888406419896627
    Languages:
      – Text: English
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      Pagination:
        PageCount: 20
        StartPage: 97
    Subjects:
      – SubjectFull: Paraprofessional School Personnel
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Responsibility
        Type: general
      – SubjectFull: Educational Needs
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Supervision
        Type: general
      – SubjectFull: Barriers
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Special Education Teachers
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      – SubjectFull: Competence
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      – SubjectFull: Severity (of Disability)
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      – SubjectFull: Urban Schools
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      – SubjectFull: Elementary Schools
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    Titles:
      – TitleFull: From the Frontlines: Perceptions of Paraprofessionals' Roles and Responsibilities
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