Dover, W. F. (2001). Instructional management of paraeducators in inclusive classrooms: The perspectives of the teachers. Dissertation Abstract International, 62, no. 07A
Institution: Kansas State University
THE FOLLOWING ABSTRACT IS POSTED WITH THE WRITTEN PERMISSION OF THE AUTHOR
In increasing numbers, special education paraeducators are providing direct instructional support to students with identified disabilities in general education classrooms. Federal special education guidelines call for assurance that paraeducators are adequately supervised. The purpose of this study was to measure teacher opinions and perceptions of the actual and ideal performance of 27 specific instructional management and supervisory tasks associated with the use of special education paraeducators in inclusive classrooms.
A survey was developed for use in this study. General education teachers and special educators from 12 school districts in eastern Kansas made up the study's population. A total of 369 completed surveys were analyzed using frequency data and chi-square tests to answer the study's five research questions: (1) Who was perceived to be performing specific paraeducator instructional management tasks in inclusive classrooms? (2) Ideally, who should be performing specific management tasks in inclusive classrooms? (3) Do general education teachers and special educators differ in their perceptions of the actual and ideal performance of management tasks? (4) Was there a significant relationship between the opinions and perceptions and the demographic variables of building level assignments, specific preparation, years of educational experience and years of experience working with paraeducators? (5) Does a discrepancy exist between opinions and perceptions of actual and ideal task performance?
Finding of this study included (1) general education teachers and special educators reported experience working with paraeducators; (2) the majority of the teachers did not have preservice or in-service preparation for working with paraeducators; (3) perceptions of actual and ideal task performance differed significantly; (4) perceived ideal task performance indicated a shift to shared management responsibilities; (5) general education teachers and special educators had different perceptions regarding actual and ideal task performance; and (6) building level assignment impacted perceptions of ideal task performance.
Recommendations based on the study's findings include high priority topics for teacher collaboration and consultation, short-term strategies to increase paraeducator support through instructional management, and long-term strategies aimed at moving actual instructional management practices closer to the perceived ideal. Suggestions for further study are also provided.
Last modified February 14 2008 11:21 AM
