Stallings, C.F. (2000). The identification of paraprofessional training needs within the context of inclusive education. Dissertation Abstract International, 61, no. 06A
Institution: North Carolina State University
THE FOLLOWING ABSTRACT IS POSTED WITH THE WRITTEN PERMISSION OF THE AUTHOR
With increased implementation of inclusive programming for serving students with disabilities, the use of paraprofessionals has become much more widespread in public schools throughout the United States. Although the use of paraeducators has become essential to many school districts, the roles and responsibilities of these persons has not been extensively examined or discussed within the inclusion literature. The purpose of the present study was to investigate and better understand the roles, responsibilities, and training needs of paraprofessionals within the context of inclusive education. A survey instrument, the Paraeducator Inclusion Inventory or PII was developed and job analysis methodology was used to assess regular and special education teaching assistant job duties on dimensions of task importance, frequency, and difficulty. Study results were then linked to paraprofessional training recommendations. Findings suggested that paraeducator training activities could be categorized in three broad content areas: (a) background knowledge, (b) critical skills for all teaching assistants, and (c) specialized training for relevant regular and/or special education paraprofessionals. In addition to the delineation of training content and format, study implications for school psychologists, study limitations, and future research suggestions are also discussed.
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