Training Trends and Needs of Paraprofessionals in Transition Service Delivery Agencies

Morehouse, Judith A.; Albright, Leonard

doi:10.1177/088840649101400406

Cited by 8 publications

(4 citation statements)

References 8 publications

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“…First, the efforts to effectively include children and youth with disabilities into general education, early childhood education, and transition services have created the need to provide special education services in multiple locations simultaneously (Blalock, 1991;Morehouse & Albright, 1991). Second, children whose home language is other than English constitute the fastest growing segment of the school population in the United States (Ebenstein & Gooler, 1993;Olson, 1986).…”

Section: Paraprofessionals Became An Integralmentioning

confidence: 98%

Paraprofessionals in Special Education: Issues for Teacher Educators

Frencb¹,

Pickett

1997

Teacher Education and Special Education: The Journal of the Tea

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Paraprofessionals have been employed by school districts to fulfill various roles in the educational process for many years. Currently, there are over 250, 000 paraprofessionals working in special education programs. Teacher educators may be interested in practices regarding the employment of paraprofessionals and may want to take an active role in the development of models for the preparation and management of paraprofessionals. Teacher educators are urged to help develop training standards for professionals who supervise paraprofessionals and for the paraprofessionals themselves, to study the problems of paraprofessional employment, to develop models and policies to guide the profession in appropriate delineation of roles and responsibilities, to promote awareness of the potential use of paraprofessionals as community liaisons, to recognize the potential recruitment of paraprofessionals into teaching and to share their knowledge with the field.

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Section: Paraprofessionals Became An Integralmentioning

confidence: 98%

Paraprofessionals in Special Education: Issues for Teacher Educators

Frencb¹,

Pickett

1997

Teacher Education and Special Education: The Journal of the Tea

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“…In numerous recent studies, paraeducators report inadequate training, confusion about roles and responsibilities, low salaries, limited advancement, lack of support, and underappreciation of their contribution (Chopra et al, 2004;French & Cabell, 1993;French & Chopra, 1999;Hadadian & Yssel, 1998;Morehouse & Albright, 1991). Is it possible that poor working conditions and lack of respect have a negative impact on self-efficacy?…”

Section: Review Of Literaturementioning

confidence: 96%

Recruiting Paraeducators Into Bilingual Teaching Roles: The Importance of Support, Supervision, and Self-Efficacy

Sandoval-Lucero

2006

Bilingual Research Journal

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This mixed methods study examined the self-efficacy beliefs of paraeducators who became bilingual teachers and paraeducators who did not to explore the possibility that self-efficacy plays a role in paraeducators' career decisions. Data were collected through three sources: a survey, career goal statements, and interviews. Fourteen participants were included in the study. There were qualitative differences and significant quantitative differences between the two groups. Those who became bilingual teachers described work environments and duties that promoted the development of their teacher efficacy. Those who remained in the paraeducator roles described very different work environments. The study highlights the importance of clearly defining paraeducators' roles and responsibilities in ways that utilize their skills, abilities, and interests, and promote their career development.

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“…As the use of paraprofessionals in special education classes has increased the need to provide training for these paraprofessionals has also increased (French & Pickett, 1997;Morehouse & Albright, 1991). The Individuals with Disabilities Education Act (IDEA) Amendments of 1997 renewed the focus on the training of paraprofessionals by specifying in Part B, section 612 (a) ( 15) that paraprofessionals who are adequately trained and supervised, may assist in the delivery of special education and related services.…”

Section: Training Needs Of Paraprofessionalsmentioning

confidence: 98%

Training Needs of Paraprofessionals in Occupational Education Classes

Whitaker¹

2000

Career Development for Exceptional Individuals

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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.

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Training Trends and Needs of Paraprofessionals in Transition Service Delivery Agencies

Cited by 8 publications

References 8 publications

Paraprofessionals in Special Education: Issues for Teacher Educators

Paraprofessionals in Special Education: Issues for Teacher Educators

Recruiting Paraeducators Into Bilingual Teaching Roles: The Importance of Support, Supervision, and Self-Efficacy

Training Needs of Paraprofessionals in Occupational Education Classes

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