Experiences of Turkish Paraprofessionals Who Support Students With Autism Spectrum Disorder

Abstract

Paraprofessionals are important members of special education teams. In particular, the experiences of paraprofessionals who support students with autism spectrum disorder may provide valuable insights and thus merit qualitative research. In this narrative study, the relevant experiences of Turkish paraprofessionals are investigated. Findings reveal four themes, namely, working stories, issues experienced, motivational sources, and professional development needs. Moreover, the participants expressed professional and emotional satisfaction despite difficulties. The findings may direct further research efforts toward the formulation of strategies that can alleviate the challenges experienced by paraprofessionals.

Can Distance Education be Closer: A Training Program about Autism

“…However, it is known that special education teachers in Turkey do not take courses with sufficient ASD specific content during their undergraduate education (Higher Education Council [HEC], 2007). As a matter of fact, it is among the results of the studies that special education teachers have various problems in their professional lives arising from insufficient knowledge and skills about ASD and they would like to participate trainings to improve themselves (Ergul et al, 2013;Güleç-Aslan, 2014;Karasu et al, 2014). Accordingly, even in the larger context, it can be said that families of individuals with ASD and their teachers need to acquire further information from field experts so that they could find solutions for negativities they face (Chen et al, 2009).…”