Knowledge, Responsibilities, and Training Needs of Paraprofessionals in Elementary and Secondary Schools

Abstract

The authors queried 313 paraprofessionals working in 77 elementary, middle, and high schools about (a) the contexts within which they support students with disabilities, (b) their knowledge about core competencies in educating these students, (c) the job-related tasks they perform most frequently, (d) their perceived ability to perform these tasks effectively, and (e) their need for further training across these knowledge and task areas. The authors found that paraprofessionals worked with a broad range of students in multiple types of classrooms within varied instructional contexts. Although most reported moderate levels of understanding across core knowledge standards, paraprofessionals articulated additional training needs in each area. In light of recent initiatives focused on increasing the quality of the special education workforce, recommendations for future research and improved practice in this area are provided.

Teachers’ Aides Working in Secondary School Settings: Preparedness and Professional Learning

“…In contrast this result is contrary to that of Carter et al (2009) who reported from their findings that in general TAs reported feeling just adequately prepared to assume the tasks they were frequently assigned. From their results, Carter et al (2009) were unable to ascertain whether TAs felt more competent in tasks they regularly performed or whether TAs were assigned tasks they were more prepared to perform. This study found that the majority of TAs (66.9%) felt they were "very prepared" or "moderately prepared" to perform the task assigned to them.…”

“…This study found that the majority of TAs (66.9%) felt they were "very prepared" or "moderately prepared" to perform the task assigned to them. Similar to Carter et al (2009) the results did not specify whether this was because TAs were assigned to tasks they were more prepared to perform or whether they were competent in tasks they regularly performed, however as the average time working as a TA was nearly 10 years (M = 9.9 years) it could be inferred that on-the-job experience provided the knowledge and skills to enable TAs to rate themselves as more than adequate in performing these tasks. Additionally eighteen of the participants (11%) indicated they had also worked as a qualified teacher, implying they have a high level of preparedness to perform their role.…”

“…While reports indicate that knowledge of work related items are important (e.g., Carter et al, 2009) this study investigated the tasks directly related to working with students with disabilities in the secondary school. The discussion is presented under 3 subheadings (1) Frequency; (2) Preparedness; and (3) Training.…”

“…Giangreco and Broer (2005), Carter et al (2009)) report the need for training for TAs, implicit in the notion is that TAs have little or no training. However the results of this study indicate that the majority of TAs had participated in post Year 12 training, in particular Certificate courses.…”

Les aides-enseignants (AE) : un service utile et controversé en adaptation scolaire

“…• Les AE représentent le personnel auxiliaire le moins qualifié auprès d'élèves dont les difficultés d'adaptation sont les plus complexes (Carter, O'Rourke, Sisco et Pelsue, 2009;Chopra, Sandoval-Lucero, Aragon, Bernal, Berg De Balderas et Carroll, 2004;Jones et Bender, 1993;Katsiyannis, Hodge et Lanford, 2000). • Dans certains milieux scolaires, les méthodes d'intervention des AE tendent à faire plus de tort que de bien aux élèves concernés (Angelides, Constantinou et Leigh, 2009;Hardy, 2004;Riggs et Mueller, 2001;Rueda et Deneve, 1999).…”