From the Frontlines: Perceptions of Paraprofessionals' Roles and Responsibilities

Autor/inn/en	Mason, Rose A.; Gunersel, Adalet B.; Irvin, Dwight W.; Wills, Howard P.; Gregori, Emily; An, Zhe G.; Ingram, Paul B.
Titel	From the Frontlines: Perceptions of Paraprofessionals' Roles and Responsibilities
Quelle	In: Teacher Education and Special Education, 44 (2021) 2, S.97-116 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406419896627
Schlagwörter	Paraprofessional School Personnel; Special Education; Students with Disabilities; Public Schools; Training; Responsibility; Educational Needs; Teacher Role; Supervision; Barriers; Self Efficacy; Special Education Teachers; Competence; Severity (of Disability); Urban Schools; Elementary Schools + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Public school; Öffentliche Schule; Ausbildung; Verantwortungsübernahme; Zuständigkeit; Educational need; Bildungsbedarf; Lehrerrolle; Self-efficacy; Selbstwirksamkeit; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Kompetenz; Schweregrad; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule
Abstract	The paraeducator workforce as well as the breadth of their responsibilities to serve students in special education has increased considerably in public schools. Unfortunately, research to identify the most effective methods for training paraeducators has not kept pace. Addressing this dynamic, through an implementation science framework, requires a better understanding of contextual factors. In this study, focus groups (FGs) with paraeducators and teachers were conducted to examine (a) responsibilities, training needs, and related issues of paraprofessionals; (b) training needs and related issues of teachers as supervisors of paraeducators; and (c) factors that support or impede special educators' self-efficacy and their perception of competence of their colleagues. Four FGs, homogeneous based on role and assignment (mild vs. moderate-to-severe disabilities), were conducted utilizing a semistructured interview protocol. Qualitative content analysis revealed important challenges and training-related deficiencies experienced by both teachers and paraeducators, as well as suggestions for addressing these issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01