Giangreco, M.F., Edelman, S.W., & Broer, S.M. (2001). Respect, appreciation, and acknowledgement of paraprofessionals who support students with disabilities. Exceptional Children, 67, 485-498.
Subjects or Participants:
Participants included 103 individuals involved in the education of students with disabilities in general education classes in four schools in Vermont. These included 41 general education teachers, 38 paraprofessionals, 14 special education, and 10 administrators.
This qualitative study relied on two primary sources of data, 56 semi-structured interviews and 22 observations (51 hrs.). This yielded approximately 2,000 pages of double-spaced text data from interview transcripts and observations fieldnotes that were analyzed inductively using categorical coding.
This study yielded six major themes regarding the respect, appreciation, and acknowledgement of paraprofessionals. These included: (a) nonmonetary signs and symbols of appreciation, (b) compensation, (c) being entrusted with important responsibilities, (d) noninstructional responsibilities, (e) wanting to be listened to, and (f) orientation and support. The themes are discussed in terms of understanding how these factors influence having a satisfied and well-supported paraprofessional staff in schools. Implications for practice are presented.
Limitations noted include local geographic scope and similarity of demographic characteristics across the four schools.
Summarized by: Michael F. Giangreco - July 2001