Ask the Paraprofessionals

Abstract

Knowing wliat to do, or not to do, is so important!" Susan, an elementary school paraprofessional, working in an inclusive classroom, stated emphatical ly. The wisdom of Susan's statement should be obvious to the thousands of paraprofessionals, teachers, and admin istrators who work in our schools. But, unfortunately, preparing paraprofes sionals for "knowing what to do" in the myriad of situations in which they find themselves, is too often overlooked.This article shows how schools and districts can begin addressing the needs of paraprofessionals. Resources for Paraprofessional TrainingAgency for Instructional Technology. (1996). Before the bell rings: What every paraeducator should know [Video program). Bloomington, IN: Author. Center for Persons with Disabilities, Utah State University. (1995). Effeaive educator: A video training package for paraeducators. Logan, UT: Author.

When Their Voices Are Heard: Bilingual Paraeducators and Organizational Dynamics

“…The contribution of paraeducators in inclusive education environments has been discussed in several studies (Takala, 2007;Watkinson, 2008;Wren, 2017). At the same time, there have been increasing calls for adequate training and supervision of paraeducators (Patterson, 2006;Riggs, 2001). These calls are based on two main concerns.…”

Yes, I Can!

“…To be highly qualified, a paraprofessional must have earned at least 60 credit hours beyond a high school diploma or pass a state-identified assessment process (Likins, 2003). Although the requirements for highly qualified status may lead people to believe that paraprofessionals are receiving training to do their jobs, that is often not the case (Johnson, Lasater, & Fitzgerald, 1997;Riggs, 2001). Paraprofessionals need professional development that does not exist just to give them something called professional development but that instead strives to teach them to perform their specific jobs.…”

Experiences of Turkish Paraprofessionals Who Support Students With Autism Spectrum Disorder

“…As important members of teams that provide educational services, paraprofessionals fulfill a major role in the life of people with special needs, their families, and the teachers working with them (Giangreco et al, 2012; Riggs, 2001; Shyman, 2010). Paraprofessionals are defined as support staff that provide support to students with special needs in segregated or inclusive school and home settings in line with the supervision provided by teachers.…”

“…They may also be university students (Etscheidt, 2005; French, 2003). Paraprofessionals have different roles and responsibilities, including assessing students’ needs, performance, and progress; developing materials, checking attendance; preparing lessons and exercises; and monitoring students during recess (Carroll, 2001; French, 2003; Riggs, 2001; Shyman, 2010; Tillery et al, 2003). Moreover, the services of paraprofessionals are known to contribute to the quality of special education and the development of individuals with special needs.…”