A Survey of Paraprofessionals' Experiences of Roles, Training, and Communication When Working with Students with Autism

Y

40

Institute of Education Sciences (ED)
Office of Special Education Programs (OSEP) (ED/OSERS)

R324A170028
R324B160038
H325E170001

Paraprofessional School Personnel; Students with Disabilities; Autism; Pervasive Developmental Disorders; Job Skills; Public Schools; Barriers; Interpersonal Communication; Professional Development; Special Education; Educational Legislation; Federal Legislation; Equal Education; Individual Characteristics; Educational Responsibility; Staff Role; Preschool Education; Elementary Secondary Education

10.1177/10883576211066897

Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals' (a) roles and responsibilities; (b) applied knowledge from different types of professional development; (c) perceived barriers to professional development; and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism spectrum disorder. [This is the online version of an article published in "Focus on Autism and Other Developmental Disabilities."]

As Provided

Yes

2022

ED618079