Riggs, C. G. (1996). Dimensions of the paraeducator experience: Facilitating the inclusion of children with identified special education needs in general education classes. Unpublished doctoral dissertation, Lesley College
THE FOLLOWING ABSTRACT IS POSTED WITH THE
WRITTEN PERMISSION OF THE AUTHOR.
This research study investigated some of the dimensions of the experiences of a group of 23 paraeducators. The paraeducators were employed in elementary schools in four Connecticut school districts to facilitate the inclusion of children with identified special education needs in general education classes.
Data that described the perceptions of paraeducators was collected through the use of guided, but unstructured, qualitative interviews. Information emerged concerning certain dimensions of the paraeducators' experiences including: administrative policies and procedures, job roles and responsibilities, training and professional development, job satisfaction, relationships with members of the school community, and the philosophy and implementation of inclusion.
Implications for practice include recommendations for policy makers, administrators, teachers, institutions of higher education, and paraeducators to promote a more effective use of paraeducators as valuable members of the instructional team.
Last modified February 14 2008 11:24 AM
