Colorado's Model for Preparing Paraprofessionals for Rural Early Intervention Programs

Abstract

Under the supervision of a licensed early intervention provider, paraprofessionals play an indispensable role in implementation of home and community-based services to infants and toddlers with developmental delays or disabilities and their families in Colorado. The Individuals with Disabilities Education Act of 2004 requires that paraprofessionals be appropriately trained for their unique roles; however, early intervention paraprofessionals, particularly in rural areas, have limited access to quality preparation programs. This article shares an example of a statewide model of preparation and training for early intervention paraprofessionals. The outcomes achieved, lessons learned, and next steps in the implementation of the model are also presented.

Early Intervention Paraprofessional Standards: Development and Field Validation

“…National shortage of trained EI professionals (which is exacerbated by the shortage of such professionals, particularly in rural and mountainous regions) has led administrators to identify other mechanisms for allowing professional resources to be used more efficiently. For example, EI paraprofessionals currently are utilized to provide the frequency and intensity of services necessary for infants, toddlers, and their families (Chopra et al, 2013). As they usually reside in the local communities in which they serve, these paraprofessionals are familiar with the linguistic and cultural knowledge of the community they serve.…”

“…Given this high demand, the need for adequate preparation for paraprofessionals is well documented (e.g., Bingham, Hall-Kenyon, & Culatta, 2010;Chopra et al, 2013;Chopra & French, 2004;French, 2003aFrench, , 2003bHughes, Valle-Riestra, 2008;Killoran, Templeman, Peters, & Udell, 2001). However, currently, there are no personnel standards that guide paraprofessionals who work in EI/ECSE settings or ensure they are properly credentialed and have the knowledge and skills necessary to deliver effective services to young children and their families (Cochran et al, 2012).…”

“…Paraprofessionals are becoming an integral part of early intervention/early childhood special education (EI/ECSE) teams to assist in delivering services to eligible infants, toddlers, and young children and their families from diverse economic, cultural, linguistic, and social backgrounds (Kellegrew, Pacifico-Banta, & Stewart, 2008). The growing need for special educators and related service providers, coupled with the scarcity of these professionals and specialized needs of young children with disabilities and their families, has necessitated the use of paraprofessionals in home-based and center-based early childhood programs (Chopra, Banerjee, DiPalma, Merrill, & Ferguson, 2013; Kellegrew et al, 2008; Office of Special Education Programs, 2009, 2011). The role of paraprofessionals is substantially different than that of the EI/ECSE licensed professionals as paraprofessionals in special education do not provide primary and exclusive services to children and their families but work under the supervision of a licensed professional who is ultimately responsible for the planning and delivery of these services (Chopra, 2009; French, 2002; Giangreco, 2013; Kellegrew et al, 2008; National Joint Committee on Learning Disabilities [NJCLD], 1999).…”

“…The importance of effective, high-quality preservice and in-service training as well as preparation for paraprofessionals in EI is notably crucial given the fact that, unlike in center-based early childhood programs, licensed EI providers are not present to provide line-of-sight supervision of paraprofessionals in a home setting (Chopra et al, 2013; Kellegrew et al, 2008). To identify the required knowledge and skills for EI paraprofessionals, one might consider the existing standards for early childhood and special education professionals.…”

“…The state agency has established a well-planned training model grounded in research and evidence-based practices to meet the identified role of EI paraprofessionals in the state (for more information on this, see Chopra et al, 2013). However, the model lacks a structure for determining levels of mastery, documenting individual competencies, and determining the effectiveness of the training.…”