Wallace, T. L. (1997). The role of paraprofessionals in effective transition programs (Youth, disabilities, school to work). Dissertation Abstracts International, 58(07A), 2603. (University Microfilms No. AAG98-01024)
Institution: University of Minnesota
THE FOLLOWING ABSTRACT IS POSTED WITH THE
WRITTEN PERMISSION OF THE AUTHOR.
More than a decade of research, demonstration, and innovation on transition
services for youth with disabilities currently exists to support individuals
who assist students as they move from school to the workplace and other adult
life situations. Educators and paraprofessionals fulfill key roles in the provision
of transition services however the role of the paraprofessional has been largely
left undefined. The results of this exploratory study begin to clarify this
role. Data were collected from three reference groups (paraprofessionals, educators
who direct their day-to-day work, and administrators who supervise educational
personnel) using a survey based on best practices identified through the work
of Dr. Paula Kohler in her development of the Taxonomy for Transition Programming.
Based on the distinction between schools identified as using more than 75% of
the "effective" transition-related practices versus schools using
75% or fewer of the practices, the study (1) examined the involvement of paraprofessionals
in using effective transition-related practices; (2) identified the differences
between paraprofessionals in job training, educational background, work setting,
etc.; and (3) determined the extent to which paraprofessionals, educators, and
administrators differ in their perceptions of the paraprofessionals involvement
in using effective transition-related practices. Results of the study can be
used to improve policies, job descriptions, training, hiring and supervision
of paraprofessionals providing transition-related practices to better serve
youth with disabilities.
Last modified February 14 2008 11:24 AM
