Paraprofessionals’ Perceptions of Their Level of Preparedness in the Classroom Setting

PURPOSE: Paraprofessionals’ role in the school setting has changed from clerical assistants to an integral part of the school system. They are often placed with the neediest students and expected to support them in academics, behavior management, activities of daily living (ADLs), and basic life skills. Little research is available regarding the training and preparation they receive prior to placement. Questions proposed in this study looked at paraprofessionals’ knowledge and understanding of student diagnoses and associated behaviors, whether they felt prepared to undertake the tasks assigned to them, and what additional training they felt would be beneficial to their work with special needs students. Findings of this study can direct occupational therapy practitioners who are part of school-based teams to assist paraprofessionals through relevant training and application of interventions to help with tasks they perceive as challenging.

DESIGN: This qualitative, phenomenological study had a total of six participants, recruited using a model of convenience and a snowball method. All participants worked for the New York City Department of Education and had worked in special education settings 9–19 yr. Interview questions were based on an extensive literature search. Interviews were in person and audio taped. Open-ended questions allowed for factual and anecdotal information, with additional questions posed to further probe and clarify responses. Verbatim transcriptions were culled and analyzed for recurring themes. Data trustworthiness was substantiated using verbatim quotes of findings and researcher self-awareness regarding preconceived ideas and beliefs. Triangulation was achieved through literature review, while analyzing data, and in peer debriefing to assist in determining final themes.

RESULTS: The results indicated five main themes. The first was the paraprofessionals’ prior understanding of students and their diagnoses. No training or preparation regarding behaviors associated with each diagnosis before entering their assigned classroom was reported. Participants reported having gained a better understanding of the students and diagnoses, but the knowledge came from on-the-job experiences, independent research, or curiosity. The second theme was the paraprofessionals’ understanding of their job description and responsibilities. Participants reported that their overarching job was to do what the teacher wanted. However, when asked about tasks they performed throughout the day, respondents’ descriptions included assisting students with academics, ADLs, and basic life skills, with assistance to the teacher a secondary responsibility. The third theme was level of collaboration, which differed depending on the setting, with the lower grades having a more collaborative atmosphere than junior high or high school settings. The fourth theme was the need for support in the delivery of instruction. The final theme was behavior; the participants indicated that managing behaviors was the most challenging part of their day.

CONCLUSION: The overarching theme noted was the need for help, collaboration, and support, which were lacking in the paraprofessionals’ daily experiences. Help was specifically desired to understand student diagnoses, their roles and responsibilities, instructional support, and management of student behaviors. Participants stated that currently available trainings were frequently irrelevant, inconvenient, and cost prohibitive and lacked compensatory job advancement.

IMPACT STATEMENT: Results of this study indicate that there is potential for collaboration with paraprofessionals to model, explain, teach, and answer questions regarding interventions and adaptations used with students to allow paraprofessionals to support students more effectively.

References

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Brock, M. E., & Carter, E. W. (2013). A systematic review of paraprofessional-delivered educational practices to improve outcomes for students with intellectual and developmental disabilities. Research and Practice for Persons With Severe Disabilities, 38, 211–221. https://doi.org/10.1177/154079691303800401

Fisher, M., & Pleasants, S. L. (2012). Roles, responsibilities, and concerns of paraeducators: Findings from a statewide survey. Remedial and Special Education, 33, 287–297. https://doi.org/10.1177/0741932510397762

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