This article describes an innovative professional development program for paraeducators working with children with disabilities in early childhood special education settings. The model includes four components: (a) assessment of learning needs, (b) the formation of an individualized professional development plan, (c) participation in self-directed training using the TAPS curriculum materials, and (d) feedback and support by supervisors. The model was implemented with three cohorts of participants in Early Childhood Special Education programs serving rural and suburban communities in Oregon. Positive outcomes were found for all paraeducators, regardless of experience or education level. Implications for alternative potentially cost-effective rural professional development programs for paraeducators are discussed.
Get full access to this article
View all access options for this article.
References
1.
Ashbaker,B.Y., & Morgan,J. (2006). Paraprofessionals in the classroom.Boston: Pearson/Allyn and Bacon.
2.
Beale,E.W. (2001). Analysis of state standards for paraprofessionals–Statistical data included. [Electronic version].Journal of Instructional Psychology, 28(4), 244-248.
3.
Billingsley,B.S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. [Electronic version].Journal of Special Education, 38(1), 39-55.
4.
Boyer,L., & Mainzer,R. (2003). Who's teaching students with disabilities: A profile of characteristics, licensure, status, and feelings of preparedness.Teaching Exceptional Children, 35(6), 8-11.
5.
Brownell,M.T., Ross,D. D., Colon,E. P., & McCallum,C. L. (2005). Critical features of special education teacher preparation.Journal of Special Education, 38(4), 242-252.
6.
Bugaj,S.J. (2002). Improving the skills of special education para-professionals: A rural district's model for staff development.Rural Special Education Quarterly, 21(1), 16-21.
Council for Exceptional Children (2004). The CEC paraeducator standards workbook.Alexandria, VA: Author.
10.
Craig,R.L. (1996). The ASTD training and development handbook.New York: McGraw-Hill.
11.
Downing,J., Ryndak,D., & Clark,D. (2000). Paraeducators in inclusive classrooms: Their own perspectives.Remedial Education and Special Education, 21(3), 171-181.
12.
Education Commission of the States. (2006). 50-state scan of professional development for instructional paraprofessionals. Retrieved September 27, 2006, from http://mb2.ecs.org/reports/Report.aspx?id=670.
13.
Etscheidt,S. (2005). Paraprofessional services for students with disabilities: A legal analysis of issues. [Electronic version].Research & Practice for Persons with Severe Disabilities, 30(2), 60-80.
14.
Fenner,T. (2005). Working with paraeducators in inclusive settings. School of Education, Curriculum and Instruction, College of William and Mary. Williamsburg, VA.
15.
French,N. (2001). Supervising paraprofessionals: A survey of teacher practices.Remedial Education and Special Education, 35(1), 41-53.
16.
French,N. (2003). Paraeducators in special education programs. [Electronic version].Focus on Exceptional Children, 36(2), 1-16.
17.
Gerschel,L. (2005). The special education needs coordinator's role in managing teaching assistants: The Greenwich experience.Support for Learning: British Journal of Learning Support, 20(2), 69-76.
18.
Ghere,G., York-Barr,J., & Sommerness,L. (2002). Supporting students with disabilities in inclusive schools: A curriculum for job-embedded paraprofessional development.Minneapolis, MN: Institute on Community Education, University of Minnesota.
19.
Giangreco,M.F., Broer,S. M., & Edelman,S. W. (2002). “That was then, this is now!” Paraprofessional supports for students with disabilities in general education classrooms.Exceptionality, 10(1), 47-64.
20.
Giangreco,M.F. & Doyle,M. B. (2004). Directing paraprofessional work. In KennedyC. & HornE. (Eds.), Including students with severe disabilities, (pp. 185-204). Boston: Allyn & Bacon.
21.
Giangreco,M.F., Edelman,S. W., & Broer,S. M. (2003). Schoolwide planning to improve paraeducator supports.Exceptional Children, 70(1), 63-79.
22.
Giangreco,M.F., Edelman,S. W., Broer,S. M., & Doyle,M. B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade.Exceptional Children, 68, 45-64.
23.
Giangreco,M.F., Yuan,S., McKenzie,B., Cameron,P., & Fialka,J. (2005). “Be careful what you wish for…”: Five reasons to be concerned about the assignment of individual paraprofessionals.Teaching Exceptional Children, 37(5), 28-34.
24.
Hammeken,P.A. (2000). Inclusion: 450 practical strategies for success: A practical guide for all educators who teach students with disabilities.Minnetonka, MN: Peytral Publications.
25.
Hilton,A., & Gerlach,K. (1997). Employment, preparation and management of paraeducators: Challenges to appropriate services for students with developmental disabilities.Education and Training in Mental Retardation and Developmental Disabilities, 32, 71-77.
26.
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004).
27.
IDEA Partnerships. (2001). IDEA partnerships: Paraprofessional initiative. Report to the U.S. Department of Education, Office of Special Education Programs.Arlington, VA: Council for Exceptional Children.
28.
IDEA Partnerships. (2005). A living record–State legislatures: From special education finance reform to promotion of interagency collaboration.Alexandria, VA: National Association of State Directors of Special Education.
29.
Killoran,J., Templeman,T., Peters,J., & Udell,T. (2001). Identifying paraprofessional competencies for early intervention and early childhood special education.Teaching Exceptional Children, 34(1), 68-73.
30.
McLeskey,J., Tyler,N. C., & Flippin,S. S. (2004). The supply and demand for special education teachers: A review of research regarding the chronic shortage of special education teachers. [Electronic version].Journal of Special Education, 38(1), 5-21.
31.
No Child Left Behind Act of 2001, 20 U.S.C. 70 § 6301 et seq. (2002).
32.
Oregon Department of Education. (2000). Competencies for professionals working in EI/ECSE in Oregon.Monmouth, OR: Teaching Research Division.
33.
Oregon State Interagency Coordinating Council, Personnel Development Committee (2001). Paraeducator survey.Salem, OR: Oregon Department of Education.
34.
Paraeducator Skill Standards Consortium (1999). Skill standards for paraeducators.Walla Walla, WA: Washington State Board for Community and Technical Colleges Skill Standards Project, Walla Walla Community College.
35.
Passaro,P.D., Pickett,A. L., Latham,G., & Hong Bo,W. (1994). The training and support needs of paraprofessionals in rural special education.Rural Special Education Quarterly, 13(4), 3-9.
36.
Peters,J., et al. (1992). Supporting children with disabilities in early childhood programs.Monmouth, OR: Teaching Research Publications.
37.
Pickett,A.L. (1999). Strengthening and supporting teacher/paraeducator teams: Guidelines for paraeducator roles, supervision and supervision. National Resource Center for Paraprofessionals in Education and Related Services. Center for Advanced Study in Education, Graduate Center, City University of New York. Retrieved September 21, 2006 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/c4/e2.pdf.
38.
Pickett,A.L. (2003). Paraeducators in school settings: Framing the issues. In PickettA. & GerlachK., Supervising Paraeducators in Education Settings: A Team Approach.Austin TX: Pro-Ed.
39.
Pickett,A., Likins,M., & Wallace,T. (2002). The employment and preparation of paraeducators: The state of the art–2002.Logan, UT: National Resources Center for Paraprofessionals, the University of Utah and the University of Minnesota. Retrieved September 27, 2006 from http://www.nrcpara.org./report.
40.
Pickett,A., Likins,M., & Wallace,T. (2003). The employment and preparation of paraeducators: The state of the art–2003. Logan, UT. National Resource Center for Paraprofessionals, the University of Utah and the University of Minnesota. Retrieved September 27, 2006, from http://www.nrcpara.org/report
41.
Rogan,P., & Held,M. (1999). Paraprofessionals in job coach roles.Journal of the Association for Persons with Severe Handicaps, 24(4), 273-280.
42.
Rosenkoetter,S.E., Irwin,J. D., & Saceda,R. G. (2004). Addressing personnel needs for rural areas.Teacher Education and Special Education, 27(3), 276-291.
43.
Sealander,K., Eigenberger,M., Peterson,P., Shellady,S., & Prater,G. (2001). Challenges facing teacher educators in rural, remote, and isolated areas: Using what we know and what we have learned.Rural Special Education Quarterly, 20(1-2), 13-21.
44.
Southeast Center for Teacher Quality. (2004). Unfulfilled promise: Ensuring high quality teachers for our nation's students (Extensive findings).Chapel Hill, NC: Author.
45.
Udell,T. (2001). The TRAC Outreach Project Final Report: Early Education Program for Children with Disabilities.Monmouth, Oregon: Western Oregon University, The Teaching Research Institute.
46.
Wallace,T., Shin,J., Bartholomay,T., & Stahl,B. J. (2001). Knowledge and skills for teachers supervising the work of paraprofessionals.Exceptional Children, 67, 520-533.
47.
Warger,C. (2003). Supporting paraeducators: A summary of current practices. Council for Exceptional Children. Information Center on Disabilities and Gifted Education. Retrieved October 4, 2006, from http://ericec.org/digests/e642.html.
48.
Williams,J.M., Martin,S. M., & Hess,R. K. (2002). Personnel preparation and service delivery issues in rural areas: The state of the art. [Electronic version].Rural Special Education Quarterly, 21(4), 3-11.
