Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision

Abstract

The number of students with autism spectrum disorder (ASD) in PreK–12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of responses by paraeducators in one U.S. state across three open-ended survey items focused on their skills, training, and challenges specific to supporting students with ASD. Despite reporting limited preparation and training, paraeducators described a variety of knowledge, skills, and dispositions related to supporting students with ASD, many of which resulted from their practical experiences as opposed to school-based training and supervision. Our findings also confirm that paraeducators face a number of challenges in collaborating with other educational professionals and families and supporting students with ASD across settings due to limited training and preparation. We present implications for developing paraeducator training programs in the area of ASD and future research directions.

Keywords

paraeducator paraprofessional autism spectrum disorder ASD

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