Preservice Teachers' Preparation to Work with Paraeducators

Abstract

The purpose of this study was to investigate special educators' preparation far working with paraeducators in collaborative efforts, supervision, and evaluation. Respondents were asked if they had any preservice education to work with paraeducators or instruction from their school system. The majority of the 212 respondents of this survey indicated they are expected to supervise paraeducators but had no preservice education or inservice from their school system. Ninety percent of the respondents felt teacher-education institutions should educate preservice educators and indicated topics that should be covered. The results of two open-ended questions that asked special educators their greatest challenges and benefits of working with paraeducators were also compiled. Implications for future research and implications for school districts and teacher-education institutions are discussed.