Doyle, M. B. (1995). A qualitative inquiry into the roles and responsibilities
of paraeducators who support students with sever disabilities in inclusive classrooms.
Dissertation Abstracts International, 56(06A), 2198. (University Microfilms
No. AAI95-34115)
Institution: University of Minnesota
THE FOLLOWING ABSTRACT IS POSTED WITH THE
WRITTEN PERMISSION OF THE AUTHOR.
Paraeducators comprise one of the fasted growing roles in public education. Employment projections indicate the need for skilled non-certified personnel will continue to increase over the next 10-20 years. Simultaneously, increasing numbers of students with severe disabilities are receiving part or all of their educational services in inclusive general education classrooms. Frequently, students, as well as to the general and special education teachers. However, little has been documented regarding the specific roles and responsibilities that paraeducators need to demonstrate in order to be effective in their work.
The purpose of this research was to gain an initial understanding of (a) the roles and responsibilities of paraeducators and (b) the interaction patterns among members of the instructional triad (i.e., paraeducator, general educator, and special educator). Using a nomination process, five paraeducators from one upper midwest school district were identified as being highly effective in their work. Subsequently, the general educator and special educator with whom each paraeducator worked were identified. The resulting sample was 14 participants. Individual guided interviews were conducted with each participant. Data were analyzed using constant comparative analysis.
Findings indicate that there was a great deal of variability associated with what it means to be a highly effective paraeducator. Three specific variables were identified as being related to paraeducator "effectiveness." These variables are:
affective characteristics of paraeducators' attitudes toward students, paraeducators' responsibilities related to instruction, and paraeducators' support to the general and special educators in fulfilling their teaching responsibilities. In addition, five factors emerged that appear to contribute to understanding the variety of roles and responsibilities of highly effective paraeducators. These factors are : (a) patterns of interaction among triad members, (b) paraeducators' skills and training, (c) specific student characteristics, (d) classroom structure, and (e) experience of the general and special educators. Implications are offered regarding (a) training for paraeducators, (b) modifications for inservice education, (c) modifications to teacher education programs. Suggestions for future research are proposed.
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