Running head: PARAEDUCATORS 1

Paraeducators:

Preparing for the Classroom with Effective Training

Katie Burke

Franciscan University of Steubenville

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Paraeducators: Preparing for the Classroom with Effective Training

When issued, the Individuals with Disabilities Education Act (IDEA) in 1997 mandated

the least restrictive environment (LRE). The LRE requires schools to place children with

disabilities, to the maximum extent, in the classroom including children without disabilities

(IDEA, Part B, Sec. 300, [a][2], 1997). Due to the IDEA mandate, more aid was needed in the

classrooms and to make sure student needs are met each day. To fulfill this requirement, a team

of professionals and assistants work hard to support the needs of all students and provide the

learning that they need each day. This collaboration among the team members is vital for the

success of each student. To further ensure the success of the students, it was mandated that

paraeducators were to assist in the providing of special education services (IDEA, Sec. 1412,

[a][14b], 1997). While special education teachers are on the front lines of aiding the students,

paraeducators step in to work with the students and ensure the students’ needs are met. In 1997,

IDEA was in a revision to increase the attention on paraeducators and their role as a support

service in the special education classroom (Giangreco, Backus, CichoskiKelly, Sherman, &

Mavropoulos, 2003). With IDEA working to improve paraeducators’ role in the classroom, they

fail to define what the training should entail (Giangreco, et al., 2003). If schools are going to

entrust paraeducators with multiple responsibilities, they should be trained sufficiently.

Paraeducators are needed in the classroom and offer support for the students and the teachers in

multiple ways. Although the IDEA mandate was revised, current research has found that

paraeducators lack training and clarity in their responsibilities and roles (Douglas, Chapin, &

Nolan, 2016). According to Carroll (2001), most paraeducators simply receive training through

shadowing another paraeducator. Paraeducators need more than this. Schools need to work

together on developing guidelines, increasing communication and teamwork, and effective

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training programs for paraeducators in special education classrooms (National Joint Committee

on Learning Disabilities 1998).

Definition of Paraeducators

Simply put, paraeducators are employees who assist teachers or other school personnel

with various tasks (National Joint Committee on Learning Disabilities, 1998). Each teacher will

have different tasks for their paraeducators depending on the different needs of each student.

Paraeducators are not certified teachers nor are they merely a teacher’s assistant. Paraeducators

are part of the special education classroom, and more recently the inclusive classroom, and they

work hard to help students however they can. Paraeducators are placed in many different

classrooms to aid students from moderate to severe needs. Some of their responsibilities include

ensuring the students meet their goals through different frameworks (e.g. instructional strategies,

prompting, RtI) but also are responsible for health-care needs such as toileting and feeding (Da

Fonte & Capizzi, 2015). This is an immense amount of responsibility given to paraeducators is

preposterous, due to the lack of adequate training they receive. Despite the lack of training,

paraeducators are there for their students and help in the classroom in more ways than one. They

work every day to make a difference in their students’ lives and dedicate countless hours to their

work. Although paraeducators work hard at their responsibilities, there is still a lack of clarity as

to what their role is in the classroom as well as clear expectations regarding their variety of

classroom tasks.

For paraeducators to have a clear idea regarding what their responsibilities, roles, and

task are in the classroom, schools and districts need to reevaluate their training procedures.

According to Carroll (2001), paraeducators receive quick training that involves a brief

introduction to special education, reviewing handouts, and shadowing a current paraeducator

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She continues that the school hopes to then continue the training later on, however, it does not

happen. To truly define what a paraeducator is, schools must provide a more in-depth training

that redefines paraeducators and gives them a clear purpose in the classroom. To effectively

reevaluate paraprofessionals in the classroom, school officials need to develop effective

communication and teamwork as well as in-depth training programs.

Communication and Teamwork

When students are paired together during group projects, it is important to establish roles

and work as a team to complete the task. This concept is no different when it involves teachers,

paraeducators, and other school professionals. Communicating the responsibilities and working

as a team is crucial to the flow of the classroom. According to Douglas, Chapin, and Nolan

(2016), when teachers work as a team and share responsibilities, there is success in and outside

of the classroom. To ensure that paraeducators become more prepared to work in the special

education and inclusive classrooms, it must involve improving the communications and teams so

paraeducators have a clearer role in the classroom and feel more respected. When paraeducators

are given tasks that are unfamiliar and there is no clear way to solve that problem, it is important

for a paraeducator to have a team for support and guidance on unfamiliar tasks (Liston, Nevin,

and Malian, 2009).

In one study, Douglas, Chapin, and Nolan (2016) stated that paraeducators lack proper

training and clarity of roles in the classroom, which results in teachers being relied on to guide

the paraeducator. The researchers wanted to find out exactly how paraeducators fit into the

classroom and the current practices used in the classroom between teachers and paraeducators.

The researches chose 13 teachers to participate in an interview that included questions about

demographics, practices involving paraeducators, supports for paraeducators, and

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recommendations regarding the handling of paraeducators (Douglas, Chapin, & Nolan, 2016).

The answers to these questions were then reviewed and analyzed to break down the information

into similar themes. It was found that creating effective teams and collaborating within the team

was what majority of the teachers mentioned as a priority. It was also found that effective

training programs need to be ensured. The researches concluded that paraeducators need to be

more properly trained and that communication between the teachers and paraeducators is crucial.

In another study, conducted by Liston, Nevin, and Malian (2009), it is stated that not

much is known about the role of paraeducators in the classroom. The researchers were looking to

find what strategies are most helpful for paraeducators in the classroom. The study involved 202

paraeducators who participated in an interview. The interview questions focused on asking

paraeducators what strategies are beneficial, the barriers of working as a paraeducator, and the

benefits of working as a paraeducator (Liston, Nevin, & Malian, 2009). Although the findings of

the data collected were vague, the researchers concluded that paraeducators need to participate in

PD along with teachers to identify responsibilities, be given effective strategies to use in the

classroom, and an enhancement of the collaboration and teams in the classrooms. It was

concluded that, to have more effective paraeducators, there must to be steps taken regarding

more teamwork and collaboration as well as better training programs for paraeducators.

Effective Training Programs

When preparing for a new job or position, it is important that supplemental training is

given in the preparation of the tasks and responsibilities that job or position has. It is crucial that

paraeducators receive the training needed to do the tasks and responsibilities given.

Unfortunately, the training programs for paraeducators do not help prepare for the job.

According to Da Fonte and Capizzi (2015), effective training programs are imperative for
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paraeducator success in the classroom since they complete various tasks. To ensure that

paraeducators are prepared to take on the classroom setting, there must be effective training

programs in preparation for the many responsibilities a paraeducator has. Not only should

paraeducators be prepared through training, but also training should be given to special educators

on how to interact and supervise paraeducators. Special educators receiving the task of preparing

paraeducators became a priority, even though those teachers have had no training to prepare

those paraeducators (Giangreco, et al., 2003). Both paraeducators and special educators need

training to successfully collaborate and have successful classrooms.

In the study conducted by Da Fonte and Capizzi (2015), it is stated that paraeducators

have an important role in the classroom and have a high demand for effective training in core

skills. The researchers aimed to find how effective training-modules had on paraeducators and if

it increased their accuracy. The researchers initially asked 28 paraeducators to participate, but

only 6 of the 28 paraeducators showed interest. Of those 6 paraeducators, 3 participants were

randomly chosen for the study. The paraeducators had to in a training module that included a

case study, definition of the practice, modeling of the practice, guided practice with feedback,

and independent practice slides regarding their positions (Da Fonte & Capizzi, 2015). The

researchers found that the training module had positive effects on the paraeducators. It was

concluded that there is a clear need for paraeducator training (Da Fonte & Capizzi, 2015) and

that without this training, paraeducators would not be able to support the teacher.

In another study, conducted by Giangreco et al. (2003), it is stated that while

paraeducators need more effective training programs, special educators need to be trained on

how to guide paraeducators in the classroom. The researchers’ purpose was to test different

training materials designed for paraeducators in the special education classroom. Data was
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collected from 213 paraeducators enrolled in an entry-level course, 105 paraeducators enrolled in

a supporting students course, and 23 instructors of those courses. These participants had taken

these courses to see how it affected their success in the classroom and if it better prepared them

for the classroom. Each course involved taking a 10-question, multiple choice quiz on the

material and an evaluation at the end of each unit completed in the course (Giangreco, et al.,

2003). It was found that majority of the paraeducators wished this course was an option when

they began their job. It was also found that, after taking these courses, the paraeducators wanted

to learn more. The researchers concluded that these courses would be highly beneficial for

paraeducators and their preparation for the classroom. It was also concluded that the insights

gained from this study have implications for special education teachers regarding paraeducator

preparation.

Implications for Practice

After reviewing the research, it is evident that paraeducators need to have more effective

training programs. Schools must provide prepared paraeducators to efficiently complete their

everyday tasks. To prepare paraeducators properly, schools must reevaluate the training

programs for paraeducators and work to revise these programs so they better prepare the

paraeducators. Although IDEA worked to improve paraeducator roles and training in 1997,

paraeducators still lack sufficient training and unfortunately, states are unable to keep up with the

ever-changing roles of paraeducators in the classroom (Carroll, 2001). While paraeducators are

being placed in classrooms without sufficient training, they are given responsibilities that they

are not too familiar with. Paraeducators should never be placed in a position or be obligated to

perform a task if they do not have the knowledge to complete the task (National Joint

Committee). Therefore, there must be effective training programs for paraeducators so they can
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better help students. When paraeducators go through more effective training, they will feel

prepared to perform their task and responsibilities with ease. Along with better training

programs, there must be communication and teamwork for a successful paraeducator-teacher

relationship. Creating a team that involves both the teacher and the paraeducator sets up the

classroom for success. When the teacher and the paraeducator are working together and have

like-minded goals for the students, both will be able to collaborate and know the roles each of

them have in the classroom. According to Carroll (2001), it is crucial that each team member

possess the skills to work professionally and that their strengths are used for student success.

There must be effective communication within the teams to establish roles, responsibilities, and

foster an environment where students can succeed. With that in mind, teachers must also work

with their paraeducator and make their paraeducator feel appreciated. Paraeducators play an

important role in a student’s school life as well as the classroom in general. The teacher and the

paraeducator work as a team to assist in student learning (National Joint Committee). To truly

incorporate and involve paraeducators, teachers must include them and invite them to work on

student success.

Future Directions for Research

To verify that paraeducators need more training and more involvement among the teams

of teachers, there needs to be more research regarding the effects of insufficient training for

paraeducators on the students. The majority of the research done focuses on why paraeducators

need more training and what effective training should include. While those topics are necessary,

there needs to research gathered from the effects that insufficient training has on the students.

The students should always be the main priority and everything should be done for the success of

the students. If research is done regarding the effects of ineffective training on students is
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conducted, it could be the final push for effective paraeducator training. In addition, there should

be studies that have more paraeducator participants who are currently in the field. It is important

to have paraeducators who are current and have fresh experiences in the classroom. The studies

can involve PD that teaches paraeducators how to complete their tasks and responsibilities. This

would be a good way to see how effective training effects the current classroom environment.

With all of this in mind, there are two questions that are unanswered. The first is, why has

effective training for paraeducators been overlooked even though they have always had strong

roles in the classroom? It would also be interesting to know if effective training is enforced in the

future, what will it entail? These training programs need to have teacher and paraeducator input

for it to be truly successful.

Conclusion

Many different teachers, paraeducators, and professions agree that paraeducators need to

have effective training to be prepared for the classroom setting. It is seen that when

paraeducators have support from teachers or attend a course on paraeducator basics, they feel

prepared, ready, and excited to apply what they know and learned to their everyday

responsibilities. Paraeducators play an important role in the classroom and in special education.

They help keep the flow of the lesson because while the teacher is instructing, the paraeducator

can help individual students while the lesson is continuing. This way, valuable class time is

saved and the students with disabilities are aided in keeping up with the pace of their peers.

Students with disabilities rely on their paraeducator to assist them throughout the day and help

them in the classroom. Paraeducators give students with disabilities an opportunity to be in the

classroom rather than in a special education classroom. They build a bridge between two

learning environments and help bring success to the classroom for all students.
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Carroll, D. (2001). Considering paraeducator training, roles, and responsibilities. TEACHING

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Council for Exceptional Children. (1997, January). Report of the consortium of organizations on

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education settings. Reston, VA: Council for Exceptional Children

Da Fonte, M. A., Capizzi, A. M. (2015). A module-based approach: Training paraeducators on

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Douglas, S. N., Chapin, S. E., Nolan, J. F. (2016). Special education teachers’ experiences

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