Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Where is the Paraeducator Content in Introductory Special Education Textbooks?

  • Sarah N. Douglas, Ph.D. M (Author) Michigan State University image/svg+xml
    Sarah N. Douglas, Ph.D. obtained her degree from Pennsylvania State University. She is an associate professor at Michigan State University. Her research interests include paraeducators, communication and social interventions for children with developmental disabilities and autism, and augmentative and alternative communication.
  • Denise J. Uitto, Ed.D. (Author) (retired faculty) University of Akron Wayne College image/svg+xml
    Denise J. Uitto, Ed.D. obtained her degree from Ashland University. She is retired faculty from University of Akron Wayne College. Her research interests include paraeducators, their training and their supervision by teachers and administrators.
  • Sophia D’Agostino, Ph.D. (Author) Hope College image/svg+xml
    Sophia D’Agostino, Ph.D. obtained her degree from Michigan State University. She is an assistant professor at Hope College. Her research focuses on early childhood inclusion practices including naturalistic developmental behavioral interventions, training and coaching of practitioners using telepractice, and social validity assessment.
DOI
https://doi.org/10.64546/jaasep.465
Abstract
Paraeducators have become an important member of educational teams for students with disabilities. Although paraeducator supervision is mandated in federal law, numerous studies have noted challenges with paraeducator supervision. High quality teacher preparation, including use of materials that provide paraeducator focused content, is one way to ensure appropriate supervision and training of paraeducators. As a first step in analyzing teacher preparation materials for paraeducator content and alignment with research recommendations, a systematic review of introductory special education textbooks was conducted. Findings indicate limited content within most introductory special education textbooks regarding recommended team roles, professional standards, and paraeducator content. Limitations, future research directions, and implications for practice are discussed.
Keywords
Administrator Role, Alignment (Education), Best Practices, Elementary Secondary Education, Introductory Courses, Paraprofessional School Personnel
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How to Cite
Douglas, S. N., Uitto, D. J., & D'Agostino, S. (2021). Where is the Paraeducator Content in Introductory Special Education Textbooks?. Journal of the American Academy of Special Education Professionals, 16(3), 30-47. https://doi.org/10.64546/jaasep.465

Fall 2021

Article Information

  • Article Type Articles
  • Submitted August 25, 2021
  • Published October 15, 2021
  • Issue Fall 2021
  • Section Articles
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