"I Can't Run My Class without Them": Special Education Teachers' Perceptions and Understanding of the Supervision of Paraeducators in a Center-Based School for Students with Special Needs

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Autor/in	Tokar, Marissa
Titel	"I Can't Run My Class without Them": Special Education Teachers' Perceptions and Understanding of the Supervision of Paraeducators in a Center-Based School for Students with Special Needs
Quelle	(2022), (300 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Hofstra University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-4070-7
Schlagwörter	Hochschulschrift; Dissertation; Special Education Teachers; Teacher Aides; Teacher Attitudes; Supervision; Special Needs Students; Role; Responsibility; Training; Instructional Effectiveness; Supervisor Supervisee Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Lehrerverhalten; Sonderpädagogischer Förderbedarf; Rollen; Verantwortungsübernahme; Zuständigkeit; Ausbildung; Unterrichtserfolg
Abstract	Paraeducators are integral to the special education setting and work under the supervision of certified teachers. They provide support for students with various special needs and support the teacher in providing specialized instruction to meet these needs. This study sought to address the following research questions: (1) what are special education teachers' understanding and perceptions of their certified teaching assistants' and noncertified educational assistants' preparedness for their roles and responsibilities?; (2) how do special education teachers understand their roles and responsibilities as supervisors of their certified teaching assistants and noncertified educational assistants?; and (3) how do special education teachers perceive the effectiveness of the training/preparation they received for the supervision of their certified and noncertified paraeducators? This study was conducted in a nonpublic center-based school for students with special needs, both early childhood and school-age. Case study methodology coupled with qualitative processes were used to obtain detailed real-life accounts of seven special education teachers' experiences supervising both certified and noncertified paraeducators. A key finding of this study was that special education teachers perceived that both certified and noncertified paraeducators were the most prepared when they had a strong intrinsic desire to help students with special needs, when they had the "heart" for this type of work, which requires a great deal of physical and intimate responsibilities related to basic care. The special education teachers understood that paraeducators were not fully prepared for their positions in a school with a vast array of diverse student needs with fluid paraeducator assignments. The study revealed that special education teachers perceived that supervising paraeducators was a complex role for which they did not receive the appropriate preparation to be effective supervisors. Furthermore, this study found that there was not a significant difference between the teachers' utilization of certified and noncertified paraeducators in the classroom or a difference in the systems the teachers implemented to supervise either level of paraeducator. One of the study's findings suggested that teachers needed to plan for their paraeducators, include them in classroom decisions, and make them feel valued as members of the classroom team to be successful in supporting students with special needs. Therefore, the teachers perceived that teacher preparation programs need to provide coursework to prepare new special education teachers to supervise paraeducators, and that school leaders need to continue with on-the-job training for paraeducators to refine their skills, since the teachers recognized, "I can't run my class without them." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01