The Training and Support Needs of Paraprofessionals in Rural Special Education

Abstract

Over 1,000 surveys were distributed to randomly selected paraprofessionals, teachers, related service personnel, and administrators throughout three of the most sparsely populated states (North Dakota, South Dakota, and Wyoming) to study the training and support needs of paraprofessionals in rural settings. The need for additional training is apparent since the paraprofessionals surveyed requested assistance in understanding students with disabilities, their roles as paraprofessionals, task analysis procedures, and the Individual Educational Program (IEP) process. Other findings address the quality of supervision, previous training, and other factors which influence paraprofessionals career decisions. Recommendations center on strategies for providing high-quality, cost effective training that also permits paraprofessionals the opportunity to receive certification as a special education teacher.

Preservice Teachers' Preparation to Work with Paraeducators

“…During past decades their responsibilities and roles have changed dramatically (Pickett, 1986;Pickett & Gerlach, 1997). In the nineties, paraeducators are expected to participate in all aspects of the educational process of students with disabilities, particularly in activities that increase students' independence, assist students' transition from school to work and community living, and facilitate students with disabilities in inclusive settings (Passaro, Pickett, Latham, & HongBo, 1994). Among the reasons cited for the increase of paraeducators are legislative mandates, relative low cost, availability of paraeducators, scarcity of certified special education teachers in areas, expansion of related services, and the changing role of special educators to more managerial responsibilities (Frith & Lindsey, 1982;Hilton & Gerlach, 1997;Pickett & Gerlach, 1997).…”

“…Since this responsibility typically falls on the special educators working with the paraeducator, it is critical that teacher-education institutions and public school personnel address this topic. Several states have developed training programs for paraeducators, but the preparation of educators to supervise, collaborate, and evaluate paraeducators will also need to be addressed.It is interesting to note that special education teachers responding to this survey not only felt preservice teachers need skills to teach behavior management and information to understand students with special needs to paraeducators, but other special educators and paraeducators themselves also identified these same two areas of priority in which they would like to receive further education(Frank et al, 1988;Hofmeister, Ashbaker, & Morgan, 1996;Passaro et al,1994). Although the training of paraeducators is not the focus of this study, the results of this survey has implications in designing training for paraeducators.…”

Students With Disabilities and Paraprofessional Supports: Benefits, Balance, and Band-Aids

“…Although the literature has a limited focus on this topic (Palma, 1994 ), it does suggest that, in part, shortages and attrition of paraprofessionals are related to lack of respect in the form of low wages, limited opportunities for advancement, and lack of administrative support (Passaro, Pickett, Latham & HongBo, 1994).…”

Issues in the Development of Guidelines for the Preparation and Use of Speech-Language Paraprofessionals and their SL Supervisors Working in Education Settings

“…The increase in personnel positions has exacerbated shortages of professional related service personnel in educational programs (Hebbeler, 1994). Passaro, et al, (1994) suggests that personnel shortages and changing roles of related service professionals compounded w i t h the demand for increased service delivery has resulted in many education agencies, particularly those in rural settings, increasing their use of paraprofessionals.…”