Sullivan, J. P. (1995) The relationship between the actual role and ideal role of paraprofessionals in secondary schools (Urban education, high schools, teachers). Dissertation Abstracts International, 57(10A), 4218.(University Microfilms No. AAG97-08201)
Institution: University of San Francisco
THE FOLLOWING ABSTRACT IS POSTED WITH THE WRITTEN PERMISSION OF THE AUTHOR
This was a study of paraprofessionals and teachers in high schools located in an urban school district in Northern California. The objective was to provide, by survey research, a specific determination of the actual and ideal role of the paraprofessional in the classroom from the point of view of the paraprofessional and the classroom teacher, primarily in special education and bilingual high-school classes. The study worked in small, midsize, and large high schools. Since 1957, when paraprofessionals were introduced into special education classes, there has been a major change in their roles in the educational process.
Survey research was utilized in this descriptive study. The design required that a questionnaire be distributed to the school within one urban school district. The role perceptions of teachers and paraprofessionals in these sites were surveyed. Participation was on a voluntary basis.
The subjects of this study all worked in classrooms serving limited-English-proficient (LEP), non-English-proficient (NEP), and severely emotionally disturbed students. A total of twenty (n = 20) teachers and fifteen (n = 15) paraprofessionals responded to the survey.
The participants in the study estimated that, in the "actual" role
of the paraprofessional, about half of the time (49%) they were instructing
students, and about one-quarter of the time (23%) they were doing clerical tasks.
This left another on-forth of their time to be allocated to miscellaneous tasks
(9%), consulting (6%), assessing (4%), communicating (4%), planning (4%), and
diagnosing (2%), in that order.
The respondents agreed that, "ideally," paraprofessionals should be
using about half their time for instruction (49%), and the next largest percentage
for clerical duties (13%), with the remainder of the time allocated to other
tasks of consulting (9%), communicating (7%), planning (7%), assessing (6%),
miscellaneous tasks (5%), and diagnosing (3%). In conclusion, a professional
training program for teachers aimed at defining and improving their relationship
with paraprofessionals should draw on role-playing and team-building exercises
to help participants understand the ingredients that are essential in successful
paraprofessional team.
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