Chopra, R. V., Sandoval-Lucero, E., Aragon, L., Bernal, C., Berg de Balderas, H., & Carroll, D. The paraprofessional role of connector. Remedial and Special Education, 25(4), 219-231.
This qualitative study was an initial exploration of the role of paraeducators as "connectors" (liaison) among various stakeholders within schools and in the community, from the paraeducators' perspective. Five focus-group interviews were conducted, each 90 minutes in length, at two different paraeducator conferences. Participants included a total of 49 individuals (46 women, 3 men); 34 worked in the communities where they lived.
Paraprofessionals saw themselves as "connectors or bridges" (p. 221). This reported in the following forms, paraprofessional as connector between: (a) parents and teachers, (b) students and teachers, (c) students and peers, (d) students and their parents, (e) families and community/social services, and (f) students and curriculum. "However, the relationships that existed between paraprofessionals and students and their families preceded the paraprofessional role as connector, with the connector role growing out of these relationships." (p. 221). The study also described work environment factors that helped or hindered the role as connector: (a) respect, trust, appreciation; (b) undefined roles or inappropriate responsibilities; and (c) lack of training. Implications for future research and practice are discussed. The authors identified self-selection (rather than random selection) as a study limitation.
Summarized by: Michael Giangreco,
August 2004
Last modified February 14 2008 11:22 AM
