Roles, Responsibilities, and Concerns of Paraeducators

Abstract

The purpose of this survey study was to obtain descriptive information about job situations of special education paraeducators from paraeducators across one state and determine their perceptions regarding roles, current issues identified in the literature, and other issues of concern. Of particular interest was whether perceptions varied based on (a) paraeducator assignment (one-to-one or group) or (b) time in general education settings. More than 1,800 paraeducators responded. Findings supported previous studies based on smaller samples. Problematic issues previously associated with one-to-one paraeducators in general education settings were reported as concerns by both one-to-one and group paraeducators who spent all or most of their day in self-contained settings. Discussion centers on the importance of "paraeducator voice" in efforts to address broader issues of inclusive schooling, clarification of paraeducators as instructional team members, and better understandings situated in practice of the paraeducator role as an effective intervention alternative sometimes for students with individualized education programs.

Teaching Assistants in Inclusive Classrooms: A Systematic Analysis of the International Research

“…TAs reported that their non-instructional roles included performing administrative and clerical tasks (Deveechi et al, 2012), providing personal care supports (Fisher & Pleasants, 2012), serving as an intermediary between teachers and students (Lehane, 2015), and monitoring students in non-classroom activities (Hughes & Valle-Riestra, 2008). Based on interviews with students with disabilities, Broer et al (2005) identified the roles of TAs as being mother, friend, protector, and teacher.…”

“…For instance, Giangreco and Broer (2005) found that the majority of TAs surveyed reported that they make teaching and curricular decisions without consulting teachers. Providing individualized and small group instruction to students with disabilities and managing student behaviours appeared to be the major instructional roles of TAs (Cameron, 2014;Carter et al, 2008;Gibson et al, 2014;Fisher & Pleasants, 2012;Harris & Aprile, 2015;Hughes & Valle-Riestra, 2008;Patterson, 2006;Webster & Blatchford 2013). For example, Webster et al (2010) analyzed the timelogs of TAs, which showed that TAs typically spent more than 50% of the school day performing individualized and small group direct pedagogical roles with students with disabilities, and Suter and Giangreco (2008) and Giangreco, Suter and Hurley (2013) reported that their TAs spent approximately 75% of their time delivering instruction and providing behavioural supports, respectively.…”

“…Two studies reported that TAs also are involved in teaching larger groups of students (Patterson, 2006;Suter & Giangreco, 2008). Other instructional responsibilities of TAs reported by TAs and educators included assessing student performance (Devecchi et al 2012), fostering peer interactions (Carter et al, 2008;Gibson et al, 2014), facilitating information sharing among educators and with families (Fisher & Pleasants, 2012), preparing and adapting materials (Liston et al, 2009), advocating for students (Howard & Ford, 2007), and promoting self-determination skills (Lane et al, 2012). Studies examining the perspectives and experiences of students with disabilities regarding their experiences with TAs provide confirmation that TAs are performing these varied instructional roles, and assuming major responsibilities for educating students with disabilities (Rutherford, 2012;Tews & Lupart, 2008;Ward, 2011).…”

A Module-Based Approach: Training Paraeducators on Evidence-Based Practices

“…A critical component in paraeducator training is ensuring that training procedures will positively influence paraeducator performance and student outcomes (Fisher & Pleasants, 2012;Giangreco & Broer, 2005;Giangreco et al, 2001). In fact, the literature suggests that paraeducators and teachers have indicated a preference for training in the areas of: (a) disability specific information, (b) goals and objectives, (c) instructional skills and practices, (d) managing students, and (e) assistive technology (Breton, 2010;Butt & Lowe, 2012;Carter et al, 2009;GriffinShirley & Matlock, 2004); areas which are outlined in CEC's Paraeducator Professional Development Standards (2011).…”

“…Moreover, without sufficient training or support, paraeducators may not be effective in their positions and, in turn, have a direct impact on student achievement (Giangreco, Backus, CichoskiKelly, Sherman, & Mavropoulos, 2003;GriffinShirley & Matlock, 2004;Rispoli et al, 2011;Tompkins et al, 2012). In fact, Fisher and Pleasants (2012) suggested the role of paraeducators becomes paradoxical as "the least qualified staff are teaching students with the most complex learning characteristics and in some cases with little oversight or direction" (p. 288).…”