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

Articles

Applying Empathy Curriculum to Enhance the Role of the Paraprofessional for Students with Multiple Disabilities

  • Christopher Russel (Author) CUNY, Queens College image/svg+xml
    Christopher Russell is the Project Coordinator for the New York Deaf-Blind Collaborative, a USDOE Office of Special Education Programs Technical Assistance and Dissemination grant. He has experience as a classroom teacher and Teacher of the Visually Impaired (TVI) working with children who have visual impairments and additional disabilities including deaf- blindness. He is adjunct faculty at Hunter College, CUNY, in the graduate personnel preparation programs for Blindness/Visual Impairment, and Childhood Special Education: Severe/Multiple Disabilities.
  • Soribel Genao, PhD (Author) CUNY, Queens College
    Soribel Genao is an Associate Professor of Educational Leadership at CUNY Queens College. Her research has focused on examining the diverse systemic issues in and reform of urban schools while assessing administrative, teacher, and community collaborations that facilitate more positive student academic and behavioral outcomes such as student retention in marginalized communities. She has institutionally lead the development of a dual Masters and certificate in Educational Leadership with an emphasis on Bilingual Education programs at the P-20 level at Queens College. Her national and international work reminds of intersectionality: that is, gender is but one of several identities individuals hold (e.g., ethnicity, racial preference, sexuality) and these identities interconnect to influence each person’s experiences, anyone of which can become a negative stereotype.
DOI
https://doi.org/10.64546/jaasep.473
Abstract
The primary aim of this paper is to address how empathy curriculum can be applied to training needs of paraprofessionals working with students who have multiple disabilities. A thorough review of the literature on the role of the paraprofessional and implications for training and supervision is provided. This is juxtaposed with a review of the literature on empathy training/curriculum, and a discussion on the potential for applying empathy curriculum to existing needs for paraprofessional training. Results of a survey of 32 paraprofessionals working with students with multiple disabilities across New York State are presented. The survey emphasizes paraprofessionals’ experience with training relevant to components of empathy, and self-reported perceptions of effectiveness in developing positive relationships and supporting holistic educational programs for students with multiple disabilities. The review and synthesis of literature from these two fields, and the survey results, suggest that empathy curriculum is a relevant area of training need to paraprofessionals, and further research is warranted on the topic.
Keywords
Curriculum Implementation, Educational Legislation, Educational Needs, Empathy, Equal Education, Federal Legislation
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How to Cite
Russel, C., & Genao, S. (2021). Applying Empathy Curriculum to Enhance the Role of the Paraprofessional for Students with Multiple Disabilities. Journal of the American Academy of Special Education Professionals, 16(3), 143-162. https://doi.org/10.64546/jaasep.473

Fall 2021

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  • Article Type Articles
  • Submitted August 9, 2021
  • Published October 15, 2021
  • Issue Fall 2021
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