Certification, Training, and Other Programming Variables Affecting Special Education and the Paraprofessional Concept

Abstract

A survey of state education agencies with respect to the use of special education paraprofessionals indicates that these personnel are gaining widespread popularity in the provision of educational services. As a result, their importance in the development of state and local comprehensive systems of personnel development is apparent. The authors support their position with data relating to certification, training, and local programming variables that pertain to special education paraprofessionals.

Preservice Teacher Training and Use of the Classroom Paraprofessional

“…Employment of paraprofessionals has seen phenomenal growth over the last 15 years and has played a significant role in the expansion and delivery of services to handicapped children (Harrington & Mitchelson, 1987;Pickett, 1988). A number of factors have been cited as reasons for increased use of paraprofessionals (Firth & Lindsey, 1982;Vasa, Steckelberg, & Ronning, 1983). One overwhelming factor has been a shift in the paraprofessional's role from performing primarily clerical duties to providing instructional support (Boomer, 1982;Evans & Evans, 1986).…”

“…Vasa et al (1982) reported that 86% of the special education teachers who responded to a survey indicated they had no specific preservice training in supervising or managing paraprofessionals. Firth and Lindsey (1982) reported that in response to a survey of state education agencies, 97% of the respondents thought teachers should receive training to use paraprofessionals ; the most frequently cited problem area involving paraprofessionals was improper or inadequate utilization.…”

Burnout among Special Education Paraprofessionals

“…Only a few states (e.g., Kansas, Louisiana) have formally accepted the career ladder concept for special education paraprofessionals (Frith & Lindsey, 1982). As a result, incentives for professional development are often minimal.…”

“…In the majority of states, paraprofessionals may be employed with little or no training (Frith & Lindsey, 1982). Most of the training that does occur is done on the job by the supervising professional.…”

“…The tendency toward burnout among special education paraprofessionals is a subject that has not been given adequate attention. This is somewhat ironic in view of a national trend toward employing increasing numbers of these personnel (Frith & Lindsey, 1982;Pickett, 1979). Their established track record in working across a wide range of handicapping conditions and their high degree of cost effectiveness contribute to the extensive role paraprofessionals play in providing services to exceptional Copyright © 1985 The Council for Exceptional Children TEACHING Exceptional Children children.…”