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

Articles

Elementary Principals’ Views on the Policies and Practices of Paraeducators in Special Education

  • Sarah N. Douglas, PhD (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.
  • Ryan P. Bowles, PhD (Author) Michigan State University
    Ryan P. Bowles, Ph.D. obtained his degree from the University of Virginia. He is an associate professor at Michigan State University. His research interests include early childhood language and literacy development and research methodology and statistics.
  • Rebecca Kammes, PhD. (Author) Michigan State University
    Rebecca Kammes, Ph.D. obtained her degree from Michigan State University. She is a Hegarty postdoctoral research fellow at Michigan State University. Her research focuses on providing sexuality education to adults with disabilities and their families, as well as advocating for sexuality rights including access to proper education and health care.
DOI
https://doi.org/10.64546/jaasep.483
Abstract
Paraeducators are often utilized in the education of students with disabilities, and principals play key administrative roles with paraeducators. However, little research exists to understand principals’ experiences with paraeducators. This study explored principals’ perceptions regarding paraeducators in elementary settings. Given the varied educational policies across the U.S., we utilized a mixed-methods approach to explore the state context related to paraeducators and experiences of principals in one Midwestern U.S. state. Interviews were conducted with state department of education (DOE) employees to understand the educational context and policies. Then questionnaires were developed based on literature, DOE interviews, and feedback from experts and distributed to principals across the state using stratified random sampling. Qualitative and quantitative analyses were used to analyze questionnaire responses. Results indicate a lack of formal policies statewide, which led to varied practices. Principals identified a need for well-defined state level policies to support paraeducator hiring, training, supervision, and evaluation.
Keywords
Administrator Attitudes, Educational Policy, Elementary Schools, Paraprofessional School Personnel, Principals, School Policy
References

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How to Cite
Douglas, S. N., Bowles, R. P., & Kammes, R. (2022). Elementary Principals’ Views on the Policies and Practices of Paraeducators in Special Education. Journal of the American Academy of Special Education Professionals, 17(1), 107-124. https://doi.org/10.64546/jaasep.483

Winter 2022

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  • Article Type Articles
  • Submitted January 3, 2022
  • Published February 15, 2022
  • Issue Winter 2022
  • Section Articles
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