Paraprofessional Perspectives on Promoting Self-Determination among Elementary and Secondary Students with Severe Disabilities

Abstract

Although paraprofessionals play a prominent role in the education of students with severe disabilities, little is known about the roles these school staff play in fostering self-determination. In this descriptive study, researchers examined the extent to which 347 paraprofessionals employed at 135 randomly selected schools (a) considered each of seven self-determination skills to be important instructional areas for the students with whom they work and (b) reported providing instruction to students in each of these skill areas. Although paraprofessionals generally attached high importance to these elements of self-determination, the extent to which they provided instruction was somewhat variable. Moreover, ratings of some self-determination elements differed based on the school level (i.e., elementary vs. secondary school) and educational setting (e.g., special vs. general education classroom) in which paraprofessionals provided support. Although paraprofessionals reported some familiarity with the overarching construct of self-determination, they infrequently received training on this domain. Recommendations for research and practice aimed at equipping paraprofessionals to support self-determination are provided.