Education Commons^™

Understanding Novice Special Education Teachers’ And Paraeducators’ Mentorship Relationships: A Comparative Case Study, Maya Evashkovsky, Anna V. Osipova

The Journal of Special Education Apprenticeship

Novice special education teachers (SETs) often report on stress and burnout in their jobs, identifying collaboration with colleagues as a factor that supports them during the first years (Belknap & Taymans, 2015). While previous research focused on teachers' support from their mentor teachers, administrators, and colleagues, in this study we examined the mentorship relationship between SETs and their classroom paraeducators. We analyzed interviews of three novice SETs who taught in a large urban school district. All participants taught in Special Day Classrooms (SDC) and worked closely with paraeducators. The findings of this comparative case study suggest that these relationships are …

Training And Supporting Paraprofessionals Who Work With Students With Developmental And Intellectual Disabilities, Brian P. Solum

All Electronic Theses and Dissertations

The roles and responsibilities of paraprofessionals in special education have increased over the years. Just as special education teachers see their caseloads, paperwork, and IEP responsibilities increase, the roles and responsibilities of paraprofessionals have become heavily relied upon for creating and maintaining successful programming in special education. The author of this thesis reviewed 20 relevant articles that explored and researched the changing roles and responsibilities of paraprofessionals in special education classrooms for students with developmental and cognitive disabilities (DCD). This thesis will explore recent research in both rural and urban schools about how paraprofessionals are recruited, trained, and maintained. It …

The Effects Of Teacher-Delivered E-Coaching On Paraeducators And Students, Annemarie L. Horn, Marcia L. Rock, Andy M. Markelz (Ed.)

Communication Disorders & Special Education Faculty Publications

Paraeducators play a vital role in providing special education services to students with disabilities, yet they often enter the classroom with inadequate training. Using a multiplebaseline across participants research design, we evaluated the effects of job-embedded bug-in-ear (BIE) coaching delivered to paraeducators on their use of behavior specific praise (BSP) while working 1:1 with transition-age students with autism spectrum disorder (ASD). Results showed all paraeducators used optimal rates of BSP during the intervention condition while receiving immediate feedback from the special education teacher (i.e., eCoach). High rates of BSP were sustained over time, and changes in expressive social and communicative …

Experiences Of Special Education Teachers Responsible For Training Novice Paraeducators In The Inclusive Setting: A Phenomenological Study, Rachel Lyn Wilbur-Carlyle

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study, as outlined by Moustakas, was to describe the experiences of special education teachers serving as trainers of novice paraeducators in the inclusion setting. It occured within the metro-Atlanta area. The theory guiding this study was Lave and Wenger’s theory of situativity. This theory focused upon social practices occurring within relationships amongst communities and supported the inquiry of special education teachers. The central research question that guided the study was: “How do special education teachers who work in the elementary school inclusive settings describe their experiences supervising special education paraeducators?” To support the focus …

Effects Of Bug-In-Ear Technology On Specific Praise Statements Given By Paraeducators To Transition-Age Students With Autism, Olga Karadimou, Sierra Lotts, Annmarie Horn

College of Education & Professional Studies (Darden) Posters

This investigation experimentally evaluated the effects of eCoaching with Bug-in-Ear (BIE) technology on the use of contingent specific praise in three paraeducators working in a special education transition classroom. A trained special education teacher provided performance-based feedback in real-time as paraeducators worked one-on-one with transition-age students with autism spectrum disorder (ASD) and comorbid intellectual disability (ID). As such, we used a multiple baseline research design to evaluate the effects of the independent variable (i.e., eCoaching). Results indicated that eCoaching using BIE technology increased the use of contingent specific praise given by paraeducators as they worked one-on-one with students. Increased rates …

The Unsung Heroes And Silent Partners Of The Educational World, Gillian Schneider

Dissertations

Purpose: The purpose of this mixed method study was to identify and describe what paraeducators perceive as factors that lead to effective and sustainable engagement in special education special day classes, and identify what strategies are effective for encouraging discretionary effort as perceived by paraeducators.

Methodology: The participants in the study were 69 paraeducators employed by a Southern California County Office of Education. Participants partook in two research instruments: (a) a 37-question survey and (b) a semi-structured interview.

Findings: Data based on the mixed method analysis revealed that paraeducators are highly committed employees who want to know that they are …

Paraeducators: Gatekeepers To Youth Suicide Prevention, Danielle Ann Cannon

Theses and Dissertations

For youth between the ages of 10 and 24, suicide is the third leading cause of death. School-aged youth that struggle with suicidal thoughts often express their feelings to peers and some trusted adults. Generally, these trusted adults work in school settings. Potentially, teachers and staff can serve as vital gatekeepers to identify and support students who struggle with suicide ideation. In particular, paraeducators, who are often seen as less of an authority figure, become easier to approach due to the personal relationships created in small groups and one-on-one interactions with students. If trained in suicide prevention, paraeducators, who work …

Exploring The Roles Of The Paraeducator In Instruction, Robert L. Morgan

Special Education and Rehabilitation Counseling Faculty Publications

With effective training and supervision, paraeducators become valuable team members who actively participate in monitoring and delivering instruction to learners in classrooms. First, this chapter examines the paraeducator's roles in instruction; second, it describes methods the paraeducator can use to deliver effective instruction; third, it warns of excessive prompting, or "taking over"; and fourth, it considers the paraeducator's role in lesson plans, instructional settings, management, groupings, and assessment of learning style.

Perceived Impact Of The No Child Left Behind Act Of 2001 On Paraprofessionals, Heather Goodwin Nelson

Theses and Dissertations

Using the states' paraprofessional requirements, this study explored the effects of the No Child Left Behind Act of 2001 (NCLB) on the paraprofessionals' ability to assist in instruction as seen through the perceptions of paraprofessional and teacher teams. The literature review discloses data regarding the implementation of NCLB paraprofessional requirements into the accountability plans of the 50 states and the District of Columbia. Tables synthesize the assessments used by states to meet NCLB paraprofessional requirements. The Council for Exceptional Children performance-based standards for paraeducators provides the framework for the development of two survey instruments, which measured the perceptions of paraprofessionals …

Developing A Shared Understanding: Paraeducator Supports For Students With Disabilities In General Education, Michael Giangreco, Eileen Cichoskikelly, Linda Backus, Susan W. Edelman, Priscilla Tucker, Stephen M. Broer, Christopher Cichoskikelly, Pam Spinney

College of Education and Social Services Faculty Publications

In order for groups of people to become effective teams it is vital that they develop a shared understanding of the underlying beliefs, values, and principles that will guide their work together. This shared understanding evolves over time as members learn about each other, spend time together, and engage in the work of their group. Having a shared understanding provides a basic structure within which teams: • develop common goals; determine actions that will lead toward the attainment of their goals; ensure that their actions are consistent with their beliefs; and judge whether their efforts have been successful.

Supervision Of Paraeducators: Is This Really In My Job Description?, Marilyn Likins Ph.D., Robert L. Morgan

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.

Paraeducators: Where We Have Been And Where We Are Going, Marilyn Likins Ph.D., R. Schelbe

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.

Enhancing Skills Of Paraeducators: A Training Program Available To Utah School Districts, Robert L. Morgan

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.

“Whaddaya Mean It’S In My Job Description?” Identifying And Teaching Skills To Paraeducators, Robert L. Morgan, G. W. Gassman, Charles L. Salzberg, J. Jardine

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.