Use of Paraprofessionals in the Resource Room

Abstract

Increasing pressure is being exerted upon teachers of mildly handicapped students to maximize the efficiency of their programs in the most cost-effective manner possible. Although paraprofessionals are becoming valuable allies in this endeavor, there is growing concern over the manner in which they are used. This study examined how 23 resource teachers who work with paraprofessionals perceived a need to modify the manner in which paraprofessionals are used. Comparisons between the teachers' actual and desired methods of using aides were made by means of t-tests. Results indicate that resource teachers favor expanding paraprofessionals' skills to enable them to conduct more specialized and complex tasks. The development of preservice training models for paraprofessionals is recommended.

Paraeducators in Inclusive Classrooms

“…This situation can result in paraeducators feeling isolated and uncertain regarding their performance (Marks, Schrader, & Levine, 1999). In fact, most paraeducators in special education have limited training in instruction, little or no involvement in the Individualized Education Program (IEP) process for students, and poorly described roles and responsibilities (Blalock, 1991;Doyle, 1998;McKenzie & Houck, 1986;Parsons & Reid, 1999).…”

Preservice Teacher Training and Use of the Classroom Paraprofessional

“…With the widespread use of the paraprofessional, numerous professionals and professional organizations have called upon teacher-training programs to prepare teachers in the use of paraprofessionals (Boomer, 1980;McKenzie & Houk, 1986;National Education Association, 1982;Whorton & Reid, 1978). However, the extent to which preservice training programs have responded to the identified need is not cNear.…”

Increasing the Assessment Probe Performance of Teacher Aides through Written Prompts

“…teacher aides have arisen as limited personnel funds are diverted from increasing the number of certified teachers to investment in paraprofessional support (Boomer, 1982;McKenzie & Houk, 1986;Moore, 1977).…”