Running head: PARAPROFESSIONALS IN EDUCATIONAL SETTINGS 1

Paraeducators in Educational Settings

Natalie Berry
EDU 348
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Introduction
Inclusion is the educational practice of educating children with disabilities in classrooms with

non-disabled peers. It focuses on placing students with disabilities in the least restrictive

environment. Although there are many benefits to inclusion, there are also concerns that must be

taken into consideration. Children are unique, they have diverse needs, and they all have

strengths as well as limitations. In order for inclusion to be effective and successful, we need

professionals that are trained to work side by side with students who need extra support. More

and more children with disabilities are being placed in general education classrooms, hence, the

need for additional support has increased. Studies show that in most public educational settings,

the use of paraprofessionals is increasing, and they are focusing more on assisting students with

disabilities in inclusive settings (Tews & Lupart, 2008). The services that these paraeducators

can provide is valuable and can have a major impact on the education of students with

disabilities. According to the National Center for Education Statistics, ninety-one percent of

public elementary and secondary schools in 2003 and 2004 had paraeducators working in their

schools, averaging about eight paraprofessionals per school (NCES, 2007).

Paraeducators can include educational assistants and instructional assistants who help

aide the teacher or the specific child in the classroom. They usually work under the supervision

of a teacher or other professional and are extremely important in the education of young children.

Paraeducators are most effective when they work collaboratively with the general education

teacher and all the other professionals and family members that work with the student. In line

with this idea, K.B. Patterson states in her article that collaboration with all who have a stake in

or assist in the education of those with special needs is necessary for paraeducators to be

effective (Patterson, 2006). When paraeducators collaborate with teachers and administrators,
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they become a powerful force in helping students academically, behaviorally, socially, and

physically. Paraeducators help ensure that student needs are identified early, appropriate

instruction and interventions are implemented, and student progress is monitored. To

successfully do this, paraeducators need to be provided with specific professional training in

assessing, providing intervention, and enhancing their collaboration skills (Hauerwas &

Goessling, p. 3).

Roles and Responsibilities of Paraeducators

A paraeducator, also referred to as a paraprofessional, is defined as an individual who

assists with the delivery of services and acts under the supervision of licensed staff (Johns,

Mathur, & McGrath, 2010). Students with disabilities can benefit greatly from paraeducators.

These paraprofessionals usually work alongside teachers and other professional educators in the

school to provide extra support to those children with disabilities. Not only do paraeducators

work to support the academic needs of the students, but they are also trained to work with

students who engage in disruptive behaviors. A study performed by Fisher and Pleasants

indicated that the primary role engaged in by paraeducators was providing behavioral and social

support to students (2012). The study also indicated that paraeducators were also responsible for

helping implement teacher-planned instruction, supervising students, and attending planning or

meetings. Less than 27% identified developing lesson plans as their primary or secondary role.

IDEA clearly specifies in their regulations that paraeducators are not responsible for lesson

planning (Fisher & Pleasants, 2012). The role of the paraeducator is to provide instruction and

therapeutic services to students who need it. They work under the supervision of a professional,

which in many cases is the general education teachers. Paraeducators enhance the idea of
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inclusion by welcoming, valuing, supporting, and empowering all students in shared

environments.

One advantage to having paraeducators work one-on-one with students or small groups is

that the paraeducators establish unique relationships with the students. Through these

relationships, the educators are provided with information such as students’ strengths and

weaknesses, students’ preferences, and students’ interests. Most paraeducators spend their time

in the classroom providing differentiated instruction, reviewing class content with students,

providing extra support to students who need it, and being involved with assessments (Goessling

& Hauerwas, 2008).

Challenges Faced by Paraeducators

Part of the role of being a paraeducator is to be able to work with other professionals,

particularly general educators, in educational settings. In order for there to be appropriate and

effective collaboration between general educators and paraeducators, the role of each

professional must be clearly defined. A study was performed in which twenty-two

paraprofessionals were interviewed using a structured interview guide. The purpose of the study

was to gain a better understanding of their roles, responsibilities, expectations, and the challenges

they experienced while working with others. Two themes that emerged from the interviews with

the paraprofessionals were: (a) a more defined role in job description; (b) the need for

partnership between teachers, parents, and paraprofessionals (Patterson, 2006). The study

indicated that paraeducators were often unaware of which classroom they would be working in

or what they would be doing once they got to work. They often have to miss staff meetings and

school functions because they are in charge of making sure children are picked up or changing

out bulletin boards. Finally, the study indicated that 77% of the paraeducators expressed a need
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for more collaboration and better working relationships between all professionals involved in the

education and care of students with disabilities (Patterson, 2006).

A survey study was conducted by Fisher and Pleasants for the purpose of determining of

the issues of concerns paraeducator had regarding their role in working with alongside general

educators. The study, in which 1,800 paraeducators responded, brought to voice the concerns

they had regarding inclusive schooling and clarification of their role as instructional team

members working with students with disabilities (Fisher & Pleasants, 2012). One of the highest

concerns indicated by this study was lack of appreciation by others. Respondents felt that they

were often asked to do things that they are not responsible for such as developing lesson plans

and dealing with parents. They felt that they were required to do the teacher’s job and that their

opinions and concerns were not taken into account. Other issues that were found as a result of the

study were inadequate compensation, concerns about teacher colleagues and their knowledge of

IEPs, inadequate preparation and training for paraeducators, and general concerns about

inclusive education.

Improving Paraeducator Training

A second theme that was found to be common among the research and studies done on

paraeducators in educational settings was the need for better professional development. A

frequently identified problem was that paraeducators felt that they were receiving limited and

inappropriate training. In an article written by Goessling and Hauerwas, the authors share survey

and interview data from their experiences working with paraeducators in Rhode Island. The data

indicated that for paraeducators to be effective in the classroom, they need specific professional

development regarding assessment, intervention, and collaboration with other educators

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(Goessling & Hauerwas, 2008). Paraeducators need more training in instructional pedagogy for

specific intervention approaches, collaboration strategies, and communication skills.

Paraeducators are responsible for managing both the academic and behavioral needs for

all students. When working with students with disabilities, it is not uncommon for paraeducators

to have to deal with students demonstrating inappropriate and disruptive behaviors such as

refusing to work, aggression, and leaving the classroom. In a study conducted by Patterson,

participants reported that they would like to know more about managing student behaviors and

have more training in behavior management strategies (2006). Often, the paraeducator is

expected to respond to the student who is demonstrating disruptive behavior, regardless of

whether that student has a disability. Results from this study also indicated that 86% of the

participants were willing to participate in any training or development that would improve their

abilities in behavior managements and help fulfill their responsibilities while working with

students in educational settings (Patterson, 2006).

Implications for Practice

Considering all of these findings, we can affirm that there must be careful consideration

of the roles of paraeducators in the general and special education settings. Collaboration between

administrators, teachers, and paraeducators is key to strengthening and defining the role of

paraeducators (Fisher & Pleasants, 2012). Administrators can help with the implementation of

instructional teams by valuing paraeducator voice and assigning them to planning teams. They

can also help set expectations for paraeducator within the school district. Secondly, general

education teachers and paraeducators must communicate with one another the concerns about the

students they work with. According to Fisher and Pleasants, Teacher education programs (TEPs)

can help encourage and promote collaboration towards paraeducators (2012).

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Just as teachers go through extensive training, paraeducators also need professional

development and adequate training. Paraeducators need to be included in all school-wide training

along with training specific for paraeducators (Goessling & Hauerwas, 2008). Online training is

also available for paraeducators to help support them in their communication with students as

well as their communication and collaboration with other professionals in the field (Douglas,

McNaughton, & Light, 2013). The field of education needs to know that paraeducators are

looking for more reliable and adequate training as well as opportunities to practice working with

students who have various disabilities. In order for students with special needs to receive

services in the least restrictive setting, we need paraeducators who are properly trained to work

with these individuals.

Future Directions for Research

The findings of these studies demonstrate many concerns regarding inclusion and the

field of special education. There are many areas of consideration that should be incorporated into

future research and future district and school planning. The professional development

opportunities that are available to paraeducators must include effective and evidence based

behavior management strategies, in addition to instructional strategies.

Another area in which more research is required is paraeducators and their influence on

promoting social interactions of students with disabilities and behavioral disorders. Questions

arise in regards to whether paraeducators might hinder students with disabilities from

establishing positive peer relationships. If they are always working one-on-one with an aide, are

they becoming too dependent on the paraprofessional? It is important for students with

disabilities to establish strong relationships with their paraeducator, but it is also vital that these
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students are interacting with other non-disabled peers. This would require research that considers

students’ perspectives on paraeducators rather than the paraeducators themselves.

Conclusion

When taking into consideration all the points mentioned above, a conclusion can be made

that paraeducators play an essential role in the inclusive classroom. Without paraeducators,

students would not be provided with the appropriate services to match their unique needs.

Paraeducators are vital in special education because they are an aid to those students who need

additional assistance. With 20+ students to take care of, the general education teacher cannot

meet the diverse needs of his or her students on their own.

With the proper training, paraeducators are equipped to manage the academic and

behavioral needs of students in special education. When provided with a clear definition of their

role in the classroom and opportunities to engage in collaboration with other educators and

professionals, paraeducators make it possible for all students to succeed in an inclusive

classroom setting.
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Bibliography

U.S. Department of Education. (2007). Description and employment criteria of instructional

paraprofessionals. Washington, D.C.: National Center for Education Statistics, Institute

of Education Sciences, U.S. Dept. of Education.

Douglas, S. N., Mcnaughton, D., & Light, J. (2013). Online Training for Paraeducators to

Support the Communication of Young Children. Journal of Early Intervention, 35(3),

223-242.

Fisher, M., & Pleasants, S. L. (2011). Roles, Responsibilities, and Concerns of Paraeducators.

Remedial and Special Education, 33(5), 287-297.

Hauerwas, L. B., & Goessling, D. P. (2008). Who are the Interventionists? Guidelines for

Paraeducators in RTI. TEACHING Exceptional Children Plus, 4(3).

McGrath, M. Z., Johns, B. H., & Mathur, S. R. (2010). Empowered or Overpowered? Strategies

for Working Effectively With Paraprofessionals. Working Effectively With

Paraprofessionals.

Patterson, K. (2006). Roles and Responsibilities of Paraprofessionals: In their own words.

TEACHING Exceptional Children Plus.

Tews, L., & Lupart, J. (2008). Students With Disabilities Perspectives of the Role and Impact of

Paraprofessionals in Inclusive Education Settings. Journal of Policy and Practice in

Intellectual Disabilities, 5(1), 39-46.

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