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

Articles

Paraeducators: An Important Member of Educational Team for Students with Disabilities

  • Sarah N. Douglas, Ph.D. (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, Ph.D. (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, Ph.D. (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.494
Abstract
Paraeducators are an important member of the educational team for many students with disabilities. However, the perspectives of team members (principals, teachers, paraeducators) related to paraeducator supports and team roles has not been adequately explored in the literature. An online questionnaire was used within this study to examine the perceptions of elementary level team members related to paraeducator supports. Participants were recruited across one midwestern state with representation from urban, suburban, town, and rural schools. Quantitative data were analyzed using descriptive statistical methods and qualitative data were analyzed using content analysis. Results highlight team roles related to paraeducators including paraeducator training and supervision, evaluation, and paraeducator work conditions. Findings indicate many commonalities in principal, teacher, and paraeducator perspectives, but important areas of divergence. Implications for policy and practice, limitations, and future research directions are discussed.
Keywords
Administrator Role, Barriers, Elementary Schools, Evaluation, Paraprofessional School Personnel, Role
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How to Cite
Douglas, S. N., Bowles, R. P., & Kammes, R. (2022). Paraeducators: An Important Member of Educational Team for Students with Disabilities. Journal of the American Academy of Special Education Professionals, 17(2), 134-150. https://doi.org/10.64546/jaasep.494

Spring/Summer 2022

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  • Article Type Articles
  • Submitted May 17, 2022
  • Published June 15, 2022
  • Issue Spring/Summer 2022
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