Training Needs of Paraprofessionals in Occupational Education Classes

Abstract

This study examined the prevalence of paraprofessionals in occupational education classes to assist students with disabilities, the need for training for these paraprofessionals, and the topics identified as most critical for training. The study involved surveying special education or transition coordinators in the 86 school districts in South Carolina and paraprofessionals in the occupational education classes. The results indicated that 50% of the school districts employed one or more paraprofessionals to assist students with disabilities in occupational education classes. Thirty-three percent of the districts that employed these paraprofessionals reported providing training although 94% of the coordinators and 93% of the paraprofessionals reported that training was needed. The coordinators and the paraprofessionals rated job coaching, behavior management, and knowledge of students with disabilities among the most needed areas of training.

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

“…With so many job tasks held in common, it may be more efficient for training purposes to bring together paraprofessionals working across school levels and types of students to address shared responsibilities. More focused, supplemental training could then be provided by schools to target what paraprofessionals will need to effectively work with the specific students to whom and settings in which they are assigned (e.g., Davis, Kotecki, Harvey, & Oliver, 2007;Whitaker, 2000).…”

“…Varied roles and responsibilities of paraprofessionals have been described in the literature, including providing one-on-one direct support (Carter, Cushing, Clark, & Kennedy, 2005;French, 2003b), personal care (Downing, Ryndak, & Clark, 2000), literacy instruction (Causton-Theoharis, Giangreco, Doyle, & Vadasy, 2007;Lane, Fletcher, Carter, DeLorenzo, & Dejud, 2007), social skills instruction (Causton-Theoharis & Malmgren, 2005;Quilty, 2007), community-based instruction (Rogan & Held, 1999;Whitaker, 2000), and clerical or noninstructional support (Riggs & Mueller, 2001). These descriptions have been accompanied by considerable discussion about the appropriateness, effectiveness, and potential impact of having paraprofessionals assume particular responsibilities in serving students with disabilities (e.g., Brown, Farrington, Knight, Ross, & Ziegler, 1999;Etscheidt, 2005;Forster & Holbrook, 2005;Giangreco & Broer, 2005;Giangreco, Yuan, McKenzie, Cameron, & Fialka, 2005;Minondo, Meyer, & Xin, 2001).…”

“…Several research studies have provided insight into the specific tasks that paraprofessionals commonly assume within schools (e.g., French, 1998;Marks, Schrader, & Levine, 1999;Riggs & Mueller, 2001). -2000-a nationally representative study involving 888 special education paraprofessionals-reported that the majority of paraprofessionals spent at least 10% of their time providing small group instructional support, delivering one-on-one instruction, modifying materials, implementing behavior management plans, monitoring hallways, meeting with teachers, collecting data, or providing personal care assistance. Similarly, Giangreco and Broer (2005) queried 153 paraprofessionals about the extent to which they engaged in seven common tasks.…”