Paraprofessional Roles in an Adolescent Reading Program: Lessons Learned

Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase

Y

16

Paraprofessional School Personnel; Special Education; Disabilities; Inclusion; Reading Instruction; Reading Programs; Qualitative Research; Middle School Students; Role; Training; Feedback (Response); Observation; Interviews; Federal Legislation; Educational Legislation; Rural Schools; Middle Schools; Researchers; Principals; Special Education Teachers; General Education; Questionnaires; Cooperating Teachers; Professional Training

Individuals with Disabilities Education Act; No Child Left Behind Act 2001

0003-1003

Paraprofessionals are critical to special education service delivery in inclusive classrooms where they are used to support teachers in reading instruction. This qualitative case study examines the use of paraprofessionals in reading instruction in an adolescent reading program. The study focuses on their roles, training, and the feedback provided. Triangulation of data was achieved through the use of document analysis, direct observation, and interviews with the paraprofessionals, supervising teachers, and the school principal. Findings indicated a need for clarification of paraprofessional roles, individualized training and feedback, and shared planning. Attention to these issues is critical in an era of shifting service delivery models. (Contains 5 tables.)

As Provided

19

2014

EJ1013689