Perceptions of Paraeducators on Job Retention

Tillery, Christina Young; Werts, Margaret Gessler; Roark, Rebecca; Harris, Shirley

doi:10.1177/088840640302600205

Cited by 22 publications

(19 citation statements)

References 17 publications

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“…From the 1970s to the present day, a series of longstanding issues have been persistently reported in the professional literature. Chief among these include (a) the need to improve working conditions (e.g., pay, perceived respect, orientation, career ladders); (b) lack of role clarity; (c) inadequate skill levels and training commensurate with identified roles; and (d) inadequate supervision (French, 2001;Ghere & York-Barr, 2007;Tillery, Werts, Roark, & Harris, 2003;Wallace, Shin, Bartholomay, & Stahl, 2001). Although not stated explicitly, the persistent focus on these topics seems to infer that if we just treated teacher assistants better, clarified their roles, and provided appropriate training and supervision, many problems would be solved.…”

Section: Persistent and Emerging Research Trendsmentioning

confidence: 99%

Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives

Giangreco

2013

Australas. j. spec. educ.

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In this article, I summarise the primary content included in a keynote address I delivered via videoconferencing in July 2012 at the national conference of the Australian Association of Special Education, held jointly with the annual conference of the Tasmanian Principals Association in Hobart, Tasmania. The address focused on three major topics pertaining to the utilisation of teacher assistants in inclusive schools: (a) persistent and emerging research trends, (b) contemporary conceptual and data-based concerns, and (c) ideas about what schools can do to provide improved educational opportunities and supports for students with special educational needs in inclusive classrooms. The article concludes that the potential overuse or misuse of teacher assistants is a symptom, not cause. Building integrated models of general and special service delivery in schools can address the challenges associated with questionable teacher assistant utilisation.

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Section: Persistent and Emerging Research Trendsmentioning

confidence: 99%

Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives

Giangreco

2013

Australas. j. spec. educ.

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“…This escalation in responsibilities has led to more professional development being available; however, most of the training is still on the job or from another paraprofessional (Carroll 2001;Mueller 2002). As a consequence, paraprofessionals continue to leave their positions as a result of low pay, poor job conditions including workload and lack of respect, and unclear job descriptions (Giangreco et al 2001;Tillery et al 2003;Chopra et al 2004). Many feel disrespected and taken advantage of by their low wages; however, paraprofessionals can feel respected if they are seen as an integral member of the classroom team and given opportunities to provide their input in the decision-making process (Giangreco and Doyle 2002).…”

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confidence: 98%

Responsibilities, preparedness, and job satisfaction of paraprofessionals: working with young children with disabilities

Hughes

Valle‐Riestra

2008

International Journal of Early Years Education

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“…La solution à ce problème résiderait par conséquent dans la façon de diriger ce personnel auxiliaire. (Pickett et Gerlach, 2003;Tillery, Werts, Roark et Harris, 2003). Nous sommes convaincus que les autorités scolaires et les enseignants devraient tenir compte de telles recommandations, d'autant plus qu'ils oeuvrent en milieu minoritaire francophone.…”

Section: Resultsunclassified

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

Langevin

Sénéchal

Larivée

2011

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Depuis leur création en 1994, les conseils scolaires francophones de l’Alberta ont élaboré un modèle de service basé sur un recours aux aides-enseignants (AE). Cette façon de faire n’est pas sans conséquence, puisque le recours systématique aux AE demeure un choix de service controversé lorsqu’il s’agit d’accompagner les élèves handicapés ou en difficulté d’adaptation ou d’apprentissage (EHDAA). Cet article souligne les principales raisons de la polémique entourant l’affectation d’AE auprès des élèves identifiés comme EHDAA, notamment dans les écoles francophones de l’Alberta. En conclusion, les auteurs montrent que les problèmes rencontrés par les AE ne résident pas tant dans la nature de leur travail que dans la façon dont les directeurs d’établissement et les enseignants traitent avec eux. Enfin, les auteurs proposent des moyens favorables à un meilleur encadrement de ce personnel auxiliaire qui demeure, somme toute, essentiel dans les milieux ouverts à l’inclusion scolaire.Since their creation in 1994, Alberta’s Francophone school boards have developed a service model for students with handicaps, social maladjustments or learning difficulties (SHSMLD) that relies heavily on the services of teaching aides (TA). This approach is not without its consequences, as the systematic use of TA’s remains a controversial choice of services to offer to SHSMLD. This article attempts to present the main reasons for the controversy surrounding the use of TA’s with SHSMLD, specifically in Alberta’s Francophone schools. In concluding, the authors stress that the problems encountered by TA’s result less from the nature of their work with students than from their dealings with administrators and teachers. The authors offer suggestions for the enhanced use of these auxiliary personnel who are, after all, essential to the functioning of open and inclusive classrooms.Desde su creación en 1994, los consejos escolares francófonos de Alberta han elaborado un modelo de servicios basado en el recurso a los auxiliares docentes (AD). Esta manera de proceder ha tenido repercusiones, ya que el hecho de recurrir sistemáticamente a los AD es una elección de servicios controvertida cuando se trata de acompañar a los alumnos EHDAA. Este artículo subraya las principales razones de la polémica en torno a la afectación de los AD entre alumnos EHDAA, particularmente en las escuelas francófonas de Alberta. En conclusión, los autores muestran que los problemas confrontados por los AD no residen tanto en la naturaleza de su trabajo sino en la manera en que los directores de establecimiento y los maestros transigen con ellos. Finalmente, los autores proponen algunos medios favorables al mejor encuadramiento de ese tipo de personal auxiliar que es, después de todo, esencial en los medios abiertos a la inclusión escolar

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Perceptions of Paraeducators on Job Retention

Cited by 22 publications

References 17 publications

Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives

Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives

Responsibilities, preparedness, and job satisfaction of paraprofessionals: working with young children with disabilities

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

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