Paraeducators: Critical Members of the Rural Education Team.

Autor/inn/en	Hofmeister, A.; und weitere
Titel	Paraeducators: Critical Members of the Rural Education Team.
Quelle	(1996), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Nachschlagewerk; College Programs; Educational Needs; Elementary Secondary Education; Higher Education; Information Sources; Job Satisfaction; Job Training; Paraprofessional School Personnel; Rural Schools; Special Education; Special Education Teachers; Teacher Aides; Utah + Suchen Sie Ihr Suchwort? Studienprogramm; Educational need; Bildungsbedarf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Information source; Informationsquelle; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Berufsqualifizierender Bildungsgang; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe
Abstract	Over the past 20 years, there has been a steady increase in the number of paraprofessional personnel employed in special education, Title 1, and bilingual education programs. Currently, there are approximately 500,000 paraeducators working in the United States. Data indicates that 95 percent of paraeducators are women working for little more than minimum wage, that the role of paraeducators has shifted from clerical work to greater instructional involvement with special education students, and that job satisfaction is low among paraeducators. The availability of paraeducator training is important because of paraeducator's critical role as a member of the instructional team. The identification of 32 training programs for paraeducators across the United States revealed that 10 programs were specific to special education paraprofessionals and that only 1 program had been designed specifically for a rural setting. The most common topics covered by training programs were related to paraeducator roles and responsibilities; monitoring, assessment, and evaluation; teaming and collaboration; instruction; and behavior management. A survey of Utah special education teachers and special education paraeducators indicated the need for paraeducator training in behavior management and understanding special education students. This paper suggests that the increased use of paraeducators in rural education programs can offset limited resources in rural schools and that effective training is the key to using paraeducators in school programs. The appendix lists 32 paraeducator training programs, including date, author, and title of literature source, and contact person and address. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC