An Evaluation of Paraprofessionals' Skills and Training Needs in Supporting Students with Severe Disabilities

Autor/inn/en	Walker, Virginia L.; Douglas, Karen H.; Chung, Yun-Ching
Titel	An Evaluation of Paraprofessionals' Skills and Training Needs in Supporting Students with Severe Disabilities
Quelle	In: International Journal of Special Education, 32 (2017) 3, S.460-471 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Paraprofessional School Personnel; Focus Groups; Workshops; Staff Development; Skill Development; Program Effectiveness; Rural Schools; Behavior Problems; Training; Special Schools; Severe Disabilities; Pretests Posttests; Surveys; Needs Assessment; Job Skills; Student Needs + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Personnel development; Personalentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausbildung; Special school; Sonderschule; Severe disability; Schwerbehinderung; Survey; Umfrage; Befragung; Bedarfsermittlung; Produktive Fertigkeit
Abstract	Careful consideration is essential for developing and conducting effective paraprofessional development. This study described a process of paraprofessional development and outcomes from assessments, workshops, and social validation focus group interviews from one rural public school in the USA. Fourteen paraprofessionals and their supervisors completed multiple surveys to indicate their perceived skill level and training needs before outside experts conducted a workshop on two high priority skill areas. Results showed that paraprofessionals increased their knowledge and skill development after a full-day workshop. Although paraprofessionals found the training procedures and targeted strategies to be socially valid, they identified challenges associated with implementation of the strategies and access to follow-up coaching. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01