Paraeducator Relationships with Parents of Students with Significant Disabilities

Abstract

A B S T R A C TThi s study examined the relationships between parents of students with significant disabilities and paraeducators who supported the students in inclusive educational settings to gain an understanding from several perspectives on the role paraeducator-parent relationships played in education of students with significant support needs. The study included the perspectives of parents, paraeducators, and teachers of students with significant support needs. We conducted in-depth interviews with 17 participants; 16 of them represented three program sites for students with significant support needs in the same district, and 1 was the district coordinator of programs for students with significant support needs. Results revealed five types of relationships between parents and paraeducators: close and personal friendship, routine limited interactions, routine extended interactions, tense relationship, and minimal relationship. Results indicated that it is important for paraeducators and parents to communicate because paraeducators spend more time with the students and gain insight into their academic and social behaviors. However, for paraeducator-parent relationships to be beneficial in the students' education, they must remain within the limits and boundaries established by the teacher.

Questionable Utilization of Paraprofessionals in Inclusive Schools

“…The question remains whether extensive parent communication is an appropriate role for paraprofessionals. A recent study by Chopra and French (2004) suggested that although this may be an appropriate role under some circumstances, it can negatively affect a student's education when the communication exists (a) "without the involvement or authorization of the person in charge of the program [teacher or special educator]" (p. 250) and (b) if the paraprofessionals "are not qualified or closely supervised" (p. 250).…”

Making Decisions about Children's Disabilities: Mediation and Structuration in Cross-System Meetings

“…Chopra and French (2004) noted that parents of children with disabilities are partners with school professionals ''in the care, treatment, and education of their children' ' (p. 240). However, research indicates that the extent to which parents actually participate in exchanging feelings, ideas, and information varies (Brady et al, 2004;Crais et al, 2006;Kjaerbeck, 2008;Pappas et al, 2008).…”

“Para aquí today, para afuera tomorrow”: Uncertainty in urban bilingual paraprofessionals’ work in the age of NCLB

“…Issues regarding paraprofessionals in special education settings have attracted most of the attention (Carroll, 2001;Chopra & French, 2004;Chopra, Sandoval-Lucero, Aragon, Bernal, De Balderas, & Carrol, 2004;French, 2002;Giangreco, Edelman, & Broer, 2001). Research has also examined paraprofessionals as promising recruits for teacher education programs to address the teacher shortage which is most imperative for urban schools (Clewell & Villegas, 1998;Dandy, 1998;Genzuk, 1997;Genzuk & Baca, 1998;Littleton, 1998).…”