Responsibilities, preparedness, and job satisfaction of paraprofessionals: working with young children with disabilities

Teaching Assistants in Inclusive Classrooms: A Systematic Analysis of the International Research

“…TAs reported that their non-instructional roles included performing administrative and clerical tasks (Deveechi et al, 2012), providing personal care supports (Fisher & Pleasants, 2012), serving as an intermediary between teachers and students (Lehane, 2015), and monitoring students in non-classroom activities (Hughes & Valle-Riestra, 2008). Based on interviews with students with disabilities, Broer et al (2005) identified the roles of TAs as being mother, friend, protector, and teacher.…”

“…For instance, Giangreco and Broer (2005) found that the majority of TAs surveyed reported that they make teaching and curricular decisions without consulting teachers. Providing individualized and small group instruction to students with disabilities and managing student behaviours appeared to be the major instructional roles of TAs (Cameron, 2014;Carter et al, 2008;Gibson et al, 2014;Fisher & Pleasants, 2012;Harris & Aprile, 2015;Hughes & Valle-Riestra, 2008;Patterson, 2006;Webster & Blatchford 2013). For example, Webster et al (2010) analyzed the timelogs of TAs, which showed that TAs typically spent more than 50% of the school day performing individualized and small group direct pedagogical roles with students with disabilities, and Suter and Giangreco (2008) and Giangreco, Suter and Hurley (2013) reported that their TAs spent approximately 75% of their time delivering instruction and providing behavioural supports, respectively.…”

Team Players and Team Managers: Special Educators Working with Paraeducators to Support Inclusive Classrooms

“…Federal legislation now requires higher levels of qualifications for paraeducators working in Title I programs (NCLB (2001) specifies two years of college or state-determined tests of competence), and IDEA (2004) requires that they be "appropriately trained and supervised" in order to work with students with disabilities (Cortese, 2005). Paraeducators are now considered by many as key to the delivery of special education and related services (Giangreco & Doyle, 2002;Hughes & Valle-Riestra, 2008). Blacher and Rodriguez (2007) list multiple advantages of hiring paraeducators to support the delivery of special education services in both academic skills development and social/behavioral intervenetions.…”

“…Under this heading they include providing opportunities for paraeducators to develop their skills; clarifying legal rights and responsibilities; and advocating for school/ district in-service training relevant to the paraeducator's daily work, particularly basic training in issues and strategies relating B. Y. ASHBAKER, J. MORGAN to students with disabilities. Hughes and Valle-Riestra (2008) report that the majority of the paraeducators involved in their research stated that on-the-job training was as important as attendance at workshops in adding to their knowledge and skills. The majority of their supervising teachers agreed with this.…”

Policy, Preparation, and Practice . . . Oh My! Current Policy Regarding the Paraprofessional Role and Preparation for Working With Students With Disabilities

“…Over the past 20 years, the roles and responsibilities of the educational paraprofessional have changed drastically (Hughes & Valle-Riestra, 2008; Lews & Lupert, 2008; Quilty, 2007). When working with students with disabilities, paraprofessionals are taking on more instructional tasks, behavior programs, social interventions, data collection responsibilities, as well as providing one-on-one support for students with disabilities in the general education setting (Giangreco, 2010; Giangreco et al, 2010; Hughes & Valle-Riestra, 2008). Liston et al (2001) conducted a national survey study to assess the roles and responsibilities of paraprofessionals in special and general education settings, as well as the barriers paraprofessionals face when providing support to students with disabilities.…”