This study examined two aspects of the use of paraprofessionals with students with visual impairments: 1) the effect of paraprofessional proximity on the students' interactions with peers and teachers in the regular education classroom, and 2) factors that may influence a paraprofessional's decision to interact or not interact with a student with a visual impairment. The four student/paraprofessional case studies included data collected by means of classroom observations, demographic forms, and semi-structured interviews. The classroom observation data were analyzed using the chi-square statistics to determine relationships between paraprofessional proximity and classroom activity setting, interaction participants, interaction initiators, and type of interaction that occurred. The data collected through the interviews were coded to determine themes. The data from all the case studies were cross analyzed to determine relationships and themes across cases.Proximity of paraprofessionals to students with visual impairments in the regular education classroom appears to have an effect on the interactions that occur between students with visual impairments, peers, and teachers. More interactions occurred between students and peers and between students and teachers when paraprofessionals were at a distance. Also, when paraprofessionals were at a distance, peers and teachers were more likely to initiate interactions with students with visual impairments.The decision making process for paraprofessionals is complicated. Factors that may influence how paraprofessionals make decisions concerning students with visual impairments were professional experience, personal experience, education level and type, and how roles and responsibilities were defined. All the paraprofessionals in the study indicated at some point during data collection the need to promote independence in their students.

School districts across the country are faced with teacher shortages in critical need areas such as special education and bilingual education. Further complicating this shortage is the movement to augment the existing teaching force with minority teachers in order to more closely reflect the changing demographics of the student population. Many states/districts have turned to alternative routes to teaching certification as the answer to expedite the recruitment of teachers. A largely untapped resource for new teachers can be found among the talented paraprofessional employees already employed within the school districts. Paraprofessional employees working in today’s classrooms offer a wealth of classroom knowledge and experience in these potential teachers. Districts seeking to recruit these employees as potential students need information on how to support and promote the hiring of teachers representative of minority groups that reflect the demographic composition of the student population. The primary purpose of this study is to identify the obstacles faced by paraprofessionals in a large urban school district who aspire to become certified teachers by pursuing a bachelor’s degree. Using naturalistic inquiry techniques, paraprofessionals wishing to become teachers completed questionnaires and participated in individual interviews. The data were examined and categorized using qualitative techniques in order to identify recurrent and common emerging themes where community colleges and universities can work to increase their support of these students and where school districts can increase levels of supports.

School districts across the country are faced with teacher shortages in critical need areas such as special education and bilingual education. Further complicating this shortage is the movement to augment the existing teaching force with minority teachers in order to more closely reflect the changing demographics of the student population. Many states/districts have turned to alternative routes to teaching certification as the answer to expedite the recruitment of teachers. A largely untapped resource for new teachers can be found among the talented paraprofessional employees already employed within the school districts. Paraprofessional employees working in today’s classrooms offer a wealth of classroom knowledge and experience in these potential teachers. Districts seeking to recruit these employees as potential students need information on how to support and promote the hiring of teachers representative of minority groups that reflect the demographic composition of the student population. The primary purpose of this study is to identify the obstacles faced by paraprofessionals in a large urban school district who aspire to become certified teachers by pursuing a bachelor’s degree. Using naturalistic inquiry techniques, paraprofessionals wishing to become teachers completed questionnaires and participated in individual interviews. The data were examined and categorized using qualitative techniques in order to identify recurrent and common emerging themes where community colleges and universities can work to increase their support of these students and where school districts can increase levels of supports.

The purpose of this qualitative study is to examine how teachers provide supervision to paraprofessionals in middle school classrooms. The numbers of paraprofessionals in school settings have continued to increase thus causing roles for both teachers and paraprofessionals to evolve. Teachers and paraprofessionals perceive the teacher's supervisory role differently (D'Aquanni, 1997; Milner, 1998; Mueller, 1997). Consequently, this descriptive case study examines how teachers provide supervision to paraprofessionals in middle school classrooms. Questions regarding the teacher's role as a supervisor are derived from Pickett's (1999) supervisory framework, which addresses five areas: planning, task delegating, role clarifying, performance monitoring, and on-the-job training and mentoring. The results of this study both supported Pickett's (1999) framework and added additional information that can enhance effective paraprofessional supervision in middle school classrooms. Results indicated that planning, formal or informal, does not exist, as it should, between teacher and paraprofessional teams in middle school classrooms. In addition, this study supported the notion that teachers are often uncomfortable delegating tasks to paraprofessionals. It also determined that roles remain unclear for both teachers and paraprofessionals. Many paraprofessionals feel they are not monitored at all by teachers, possibly due to the lack of role clarification. Finally, this study found that training for both paraprofessionals and their supervising teachers is minimal. / Ed. D.

National shortages of special education teachers exist due to increased enrollments, retirements, and teacher attrition. In the Southwest, rapid population growth also contributes to the personnel shortage. Paraprofessionals may be a promising group of potential teachers (Smith, 2003; Tillery et al, 2003; White, 2004). Little research exists concerning the perceptions of paraprofessionals about their training and interest in teaching. This study investigated the perceptions of 48 paraprofessionals concerning training experiences in one Southwestern school district. A 46-item Paraprofessional Training Questionnaire sought opinions about preparation, types of training, the alignment of training with the competencies from the Council for Exceptional Children (CEC), and the extent training and length of service were related to a desire to enter the field of education. Responses were analyzed using the SPSS System (2004). Data analysis for closed-ended questions presented response distribution among categories. Descriptive statements were used to clarify, summarize, and interpret the data. Cross tabulation tables assisted in identifying relationships between specific topics and the demographic characteristics of the respondents. Seventy-two percent of paraprofessionals reported being offered training opportunities to assist their work. Eighty-three percent reported the training they received assisted them. Training opportunities varied in topic, but were aligned with the CEC knowledge and skill competencies for special education paraprofessionals.Over 53.2% of the paraprofessionals reported they were Satisfied or Very Satisfied with the training opportunities provided. However, more training opportunities were desired by both beginning and experienced paraprofessionals. Opportunities to meet with supervising teachers varied, as did attendance at training which fostered collaborate relationships with teachers. The relationship between years of service and the desire to become a special education teacher was not statistically significant. However, paraprofessionals with fewer years of service were more interested in becoming teachers. This study provides local and state educational agencies with a framework for designing a supportive and defined infrastructure for implementing competency-based training programs for paraprofessionals, supporting special education teachers, and increasing the pool of qualified special education staff in the schools. Districts may find well-designed paraprofessional training programs could assist in meeting the need for a qualified special education teacher workforce.

Since the reauthorization of the No Child Left Behind Act (NCLB) of 2002 and the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, there is a strong emphasis on the supervision of paraprofessionals who provide instructional assistance to classroom teachers. Scholars have stressed and litigation has highlighted the importance of paraprofessional supervision. However, there is limited information regarding the definition of supervision, who should and how that supervision should happen. The NCLB and IDEIA legislation leaves room for states to establish state regulation and litigation to interpret supervision. This study explored the current litigation and scholarly works concerning how states interpret supervision for paraprofessionals who work as instructional aides. This study identified what states list on their websites in response to federal mandates. It attempted to answer six key study questions: 1) do states have policies or regulations concerning paraprofessional supervision?, 2) how does each state define "direct supervision"?, 3) who holds the responsibility for paraprofessional supervision?, 4) what are the procedures for paraprofessional supervision?, 5) what competencies supervisors should acquire before being appointed?, and 6) how is appropriate supervision demonstrated? By searching State Departments of Education websites and analyzing policies and regulations found within these websites only 18 out of the 50 states and the District of Columbia listed information. The interpretations of direct supervision varied from state to state. States also did not agree on who should take the responsibility, the procedures of how to supervise, necessary competencies of supervisors, and demonstrate appropriate supervision. Overall, there was limited information concerning this topic from State Department of Education websites.

The purpose of this study was to examine and explain the quality of teacher supervision of paraprofessionals. The researcher analyzed (a) pre-service and in-service supervisory training received by teachers who supervised paraprofessionals, (b) teacher knowledge of supervisory practices, (c) teacher supervisory practices applied to supervision, (d) teacher accountability for supervision, (e) time teachers met with paraprofessionals, and (f) other personal or situational factors that influenced the quality of teacher supervision of paraprofessionals. The methodology for the study was multiple case studies with cross-case analysis. Six administrators, six teachers in grades K-5, and six paraprofessionals from three elementary schools in districts located in Virginia were invited to participate in this study. Interview protocols were developed from information gleaned from the literature review, checked for content validity, and pilot tested before being used. Analysis was completed using the constant comparative method as outlined by Maykut and Morehouse (1994). Preparing teachers to supervise paraprofessionals is important if the expectation is paraprofessionals are to support the educational program of students. Under the No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Improvement Act of 2004, teachers are required to provide adequate supervision to paraprofessionals, yet they are not prepared to provide the supervision required. The results of this study indicated (a) teachers are not prepared to supervise paraprofessionals because they lack the training to do so, (b) teachers are not knowledgeable about what constitutes good supervisory practices, (c) teachers are not held accountable for the supervision they are expected to provide, (d) administrators do not make roles and expectations for teachers who supervise paraprofessionals clear, (e) teachers and paraprofessionals are negatively influenced by the absence of a common planning period, and (f) principals, teachers, and paraprofessionals believe positive interpersonal relationships are vital to the supervisory process. Training is essential. If colleges, universities, and local school districts fail to train teachers regarding supervision of paraprofessionals, the quality of supervision provided by teachers who supervise paraprofessionals, and the services paraprofessionals provide to students will remain uncertain. / Ed. D.

The purpose of this essay is to explore a common situation of special education in Taiwan. Paraprofessionals, mostly consist of women, are asked to afford most care works for disabled children under the institution of special education. As men join as paraprofessionals to take care responsibilities, duties may be distributed by gender categorization. Moreover, care routines for children in the practice of daily life are divided into educational and caring matters which also much influence the partnerships between teachers and paraprofessionals. Based on the Institutional Ethnography, that emphasize through problematic daily experiences of those actors, to find how the institution to govern their relationships in the hidden domination, author has adopted in-depth interview of sixteen paraprofessionals and five teachers, moreover, engaged in participant observations to analyze where the caring practice reoccur and how much the influence of power of the institution to represent the relationships differentiated between these actors according to their gender and professional degree in the classroom. This study reveals, first, that women are shaped to be perfect care workers for disabled bodies, they also satisfy with mothering imagination through daily practice. Second, a few men join to be care workers only for a short period. To maintain traditional masculinity, caring experiences of men in the classroom are presented within stereotypical practice associated with gender stereotypes. At the same time, gender division of work can well keep men from the accusation of sex violation. Third, professionalism is the important factor influencing the interactions and negotiations between those actors who engaged in the special education institution. Furthermore, care works in this regard are distinguished into a dichotomy of body/ mind care responsibilities, and it may reshape the hierarchy inside the women.

Paraprofessionals (i.e., paid school employees working under the supervision of licensed and certified personnel) are being given expanded roles and responsibilities in schools. Unfortunately, many paraprofessionals in the United States are not well trained and are asked to take on responsibilities they have not been prepared for. One of those responsibilities is managing student behavior. The purpose of this study was to evaluate paraprofessionals' self-reported behavior management practices. Using a survey, we collected information concerning paraprofessionals' feelings of confidence in managing problem behavior, techniques to manage problem behavior, feelings concerning their behavior management training, and their views on certain problem behaviors. A total of 191 paraprofessionals completed some or all of the survey. The participants reported high levels of confidence in managing problem behaviors as well as high training needs. Findings suggest that paraprofessionals encounter low-intensity behaviors (i.e., off-task, passive noncompliance, and disruptive) more frequently and high-intensity behaviors (i.e., verbal and physical aggression) less frequently. Low-intensity behaviors also tend to be less difficult to manage and less problematic in the classroom, whereas the high-intensity behaviors were rated more difficult to manage and more problematic. Paraprofessionals' preferred behavior management strategy for the majority of behaviors encountered was reported to be verbal reprimand. Additional research and training regarding effective behavior management practices for paraprofessionals is supported by the results of this study.

Current legislation regarding early intervention services has focused on the family unit, rather than the individual child, as the recipient of services. A model of family-centered care has been adopted and as a result, new models for service delivery have been developed. The present study examined family perspectives of the professional-paraprofessional partnership model, and assessed the ecological validity of this model as it relates to the basic principles of family-centered care. Families who participated in an early intervention program that utilized the professional-paraprofessional partnership model were interviewed upon program completion. Families reported receiving a wide range of child and family services, as well as assistance from their home visitor in accessing formal and informal resources within their community. Families recognized and positively responded to visitors who were flexible, supportive, and respectful of their family. A positive relationship was found between the number of family services received and ratings of the home visitor on variables of flexibility, support, and control. The majority of families described the home visiting service as the most helpful service they received. In addition, there were no differences in the services provided by professional and paraprofessional visitors, as reported by families. Overall, family reports indicated parent satisfaction with the professional-paraprofessional partnership model, and this model was found to meet the proposed family-centered objectives for early intervention services.