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Remedial and Special Education
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Article

Knowledge, Responsibilities, and Training Needs of Paraprofessionals in Elementary and Secondary Schools

Erik Carter*, Laura O'Rourke, Lynn G. Sisco, and Danielle Pelsue

University of Wisconsin-Madison

* To whom correspondence should be addressed. E-mail: ewcarter{at}education.wisc.edu.


  Abstract
The authors queried 313 paraprofessionals working in 77 elementary, middle, and high schools about (a) the contexts within which they support students with disabilities, (b) their knowledge about core competencies in educating these students, (c) the job-related tasks they perform most frequently, (d) their perceived ability to perform these tasks effectively, and (e) their need for further training across these knowledge and task areas. The authors found that paraprofessionals worked with a broad range of students in multiple types of classrooms within varied instructional contexts. Although most reported moderate levels of understanding across core knowledge standards, paraprofessionals articulated additional training needs in each area. In light of recent initiatives focused on increasing the quality of the special education workforce, recommendations for future research and improved practice in this area are provided.

First published on October 5, 2008, doi:10.1177/0741932508324399

Remedial and Special Education 2009;30:344.

A more recent version of this article appeared on November 1, 2009

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