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 |
| 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. |
|---|---|
| ISSN: | 0888-4064 1944-4931 |
| DOI: | 10.1177/0888406419896627 |
