Employing, developing, and directing special education paraprofessionals in inclusive education programs:
Findings from a multi-site case study.
by Gail Ghere and Jennifer York-Barr.
Abstract from authors
It was not until the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) that federal special education legislation referred to "paraprofessionals." This was despite the paraprofessional workforce exploding from 10,000 in 1965 to over 500,000 full-time equivalent employees by 1996 (Pickett, 1986, 1996). IDEA focused national attention on paraprofessionals who support students with disabilities in public schools. Concurrently, the literature on paraprofessional roles and responsibilities, direction, and development has grown steadily. Although more research is needed in all of these areas, little continues to be known about paraprofessional employment processes (Giangreco, Edelman, Broer, & Doyle, 2001). These issues are particularly important for inclusive special education programs because the programs tend to be highly decentralized and paraprofessionals often do not work in close proximity to the special education teachers most of the school day.
The purpose of this study was to describe and understand the systems that districts use to employ, develop, and direct their special education paraprofessionals to work effectively in inclusive special education programs. A multi-site case study of three school districts was conducted. District level special education personnel in each district identified one elementary special education teacher and one secondary special education teacher whom they believed were effectively including students with disabilities in general education classes and who directed the work of at least two paraprofessionals. Other key informants (e.g., special education directors, special education supervisors, principals, paraprofessionals) were drawn from the site and district levels in the three school districts. A total of 53 individuals from across the three districts participated in the study. Data collection included semi-structured interviews and structured group interviews. The findings clustered around key areas:
- The work of paraprofessionals in inclusive education programs.
- The work of special educators in supporting paraprofessionals.
- Developing the knowledge and skills of paraprofessionals.
- Collaboration that supports special educators in directing the work of paraprofessionals.
- Recruiting and employing paraprofessionals.
- Understanding paraprofessional turnover and its effects.
Employing, developing, and directing special education paraprofessionals in inclusive education programs: Findings from a multi-site case study is available full text on the Institute on Community Integration's website.