A Training Program Designed To Develop Knowledgeable Paraprofessionals with Improved Job Performance Skills To Meet the Needs of Teachers and Special Education Students.

Autor/in	Davis, Julie H.
Titel	A Training Program Designed To Develop Knowledgeable Paraprofessionals with Improved Job Performance Skills To Meet the Needs of Teachers and Special Education Students.
Quelle	(1995), (81 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Disabilities; Educational Opportunities; Higher Education; Paraprofessional School Personnel; Primary Education; Rural Schools; Special Education; Special Education Teachers; Staff Development; Training Methods; Training Objectives; Workshops; Maine + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Bildungsangebot; Bildungschance; Hochschulbildung; Hochschulsystem; Hochschulwesen; Primarbereich; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Personnel development; Personalentwicklung; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Lernwerkstatt; Schulung
Abstract	The paper reports on a practicum project to assess the training needs of paraprofessionals and to develop a training program to meet those needs. The first section of the paper is a literature review, which revealed few studies that have addressed the efficacy of paraprofessinals, though research that has been done indicates that paraprofessionals working with handicapped children have a direct effect on the students' academic performance. The literature also reveals that few states systematically train or certify paraprofessionals, and few universities teach preservice teachers how to utilize paraprofessionals in the classroom. The training program was designed to help improve the knowledge of disabilities, working relationships, and job performance skills of a target group of 12 special education paraprofessionals who work with K-2 students with handicaps in a rural Maine island school. Twenty-five skills were identified as those a paraprofessional should possess for job success; a needs assessment survey was administered to participants. Overall, entry skills and knowledge of the target group assessed ranged from 20 percent to 60 percent level of proficiency, well below the 80 percent or above level of proficiency preferred in the literature and among professionals surveyed for the study. The objectives for the program were for the paraprofessionals to increase their knowledge of disabilities, working relationships, and job performance skills by a program objective of 80 percent. The target group participated in a 12-week training session developed from a needs analysis assessment. Each of the weekly work sessions is described in the report. Project evaluations and assessments indicated that all program objectives were met, with the target group improving dramatically in all areas. Recommendations for staff development budget and expenditures, plus topics to be covered are outlined. Ten appendices provide: Maine Department of Education Special Education Regulations; Needs Assessment; Summary of Needs Assessment; Pretest for Paraprofessionals; Posttest for Paraprofessionals; Results of Pre-Assessment for Paraprofessionals; Summary of Results of Pre/Post Evaluations; Pre/Post Professional Evaluation of Paraprofessionals; Paraprofessional Training Evaluation; and Paraprofessional Certificate of Participation. (Contains 40 references.) (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC