A Systematic Review of Asynchronous Online Learning Opportunities for Paraeducators

Abstract

Due to a variety of factors, many paraeducators receive little to no opportunities to advance their professional skills. Asynchronous online learning opportunities offer a flexible way for districts to provide paraeducators opportunities to advance their knowledge, although little is known about what online resources are available, their features, or their overall quality. A review was conducted of 19 freely available online learning opportunities to evaluate features, alignment with federal legislation and professional standards, active engagement features, and usability. Results indicated that features and quality indicators varied across resources and half of the resources required active user engagement. Limitations, suggestions for future development, and future research directions are discussed with an emphasis on factors related to online delivery.

Iterative Pilot Testing of the POWR Intervention: Online Training to Support Paraeducator Implementation of Augmentative and Alternative Communication Strategies

“…The POWR Training System provides a fully online training program for teachers and paraeducators to support children with CCN. The training is built off best practice knowledge of online training (Knowles et al, 2022), adult learning theory (Dunst et al, 2010), coaching (Brock & Carter, 2013)…”

“…Online training may likely be the wave of the future because online programs can be standardized, accessible, and utilized at any time – which addresses the need to train new paraeducators throughout the year. As indicated in a recent review of online asynchronous trainings for paraeducators supporting children with disabilities, these programs became especially common during the COVID-19 pandemic (Knowles et al, 2022), yet few address content relevant to supporting children who use AAC. Although not an exhaustive look at all available online training programs (commercial training programs were not reviewed), the number of programs highlights growing interest in online training for paraeducators.…”

“…Current best practice recommendations suggest that paraeducator training be based on existing professional standards (Council for Exceptional Children, 2022), and developed with adult learning theory in mind (Douglas & Uitto, 2021), such as the use of self-reflection to help paraeducators identify new skills (Bagawan et al, 2023). To ensure best practice for online paraeducator training, programs should include: (a) relevant content, (b) active engagement by paraeducators, and (c) application of skills to the classroom, in addition to being easy to access and use (Knowles et al, 2022; Dunst et al, 2010; Martin & Alborz, 2014). Relevant content within training programs is not just critical for supporting targeted skills and knowledge, but also because paraeducators will be more motivated to engage in the training if the content is applicable to their immediate needs (Martin & Alborz, 2014).…”

“…Active engagement is also essential within online training programs (Dunst et al, 2010) and can be supported through the use of embedded activities, discussion questions, assessments, or requiring clicks within the online training program to continue to engage with training materials (Douglas et al, 2013; Layden et al, 2018). Online training should also prepare the paraeducator to implement learned skills in the classroom setting (Knowles et al, 2022). This includes materials for teachers to support the coaching and supervision of paraeducators as they implement learned skills in the classroom (Brock & Carter, 2013).…”

“…This includes materials for teachers to support the coaching and supervision of paraeducators as they implement learned skills in the classroom (Brock & Carter, 2013). Online materials should also be accessible and easy for paraeducators to use (Knowles et al, 2022) because materials that are cumbersome and offer a poor user experience will result in limited completion and application.…”