The Ambiguous Role of the Paraeducator in the General Physical Education Environment

Abstract

The use of paraeducators has increased as a main mechanism to include more students with disabilities in the public schools in the U.S. Although the utilization of paraeducators is intended to be a supportive service delivery option, many concerns and challenges have resulted. The purpose of this study was to examine the role of the paraeducator in the general physical education environment from the perspectives of special education, physical education, and adapted physical education teachers and paraeducators. Data were collected from a phenomenological approach using questionnaires, interviews, and observations. Results indicate concerns about the clarity of the role of the paraeducator in physical education. Emerging themes include elastic definitions of student protection and teacher backup, contradictory expectations and mixed acceptance, and paraeducators’ role ambiguity. Findings regarding the role of the paraeducator are essential in determining both best practice and legal policy for the appropriate utilization of paraeducators in physical education.

A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education

“…A lack of preparation and confidence making the necessary curricular changes are also barriers to including students with disabilities in physical education (Block & Obrusnikova, 2007;Bredahl, 2013;Bryan et al, 2013;Tant & Watelain, 2016). Insufficient support, nonexistent relationships with paraprofessionals and special educators, few adaptations in the curriculum, as well as limited knowledge on students' disabilities are other primary concerns (Aydin, 2014).…”

Have You Spoken With Your Paraeducator Today?

“…Bryan et al (2013) designed a qualitative study using the phenomenological approach, which allowed the researchers to determine themes related to the paraeducator role description through questionnaires and interviews. The participants included 15 middleschool employees from two school districts in Oregon and California.…”

Physical Activity Levels, Lesson Context, and Teacher Behaviours in Elementary Physical Education Classes Taught by Paraeducators

“…In fact, teacher development is well recognized as being critical to successful instructional improvement [9]. The inadequate training and knowledge of paraeducators limits their abilities to meet the educational needs of their students [3]. The purpose of this study was to determine the physical activity levels, lesson context, and teacher behaviors in elementary physical education classes taught by in-service workshop trained and untrained paraeducators.…”

“…A disturbing yet under-reported and unstudied trend is for schools in states without licensure/certification requirements to hire paraeducators to deliver physical education. Although paraeducators have been part of the public school system for over 40-years, their role in physical education has typically been to assist the trained specialist [3]. They are generally not familiar with proper physical education curriculum [4].…”