Colorado's Model for Preparing Paraprofessionals for Rural Early Intervention Programs.

AbstractUnder the supervision of a licensed early intervention provider, paraprofessionals play an indispensable role in implementation of home and community-based services to infants and toddlers with developmental delays or disabilities and their families in Colorado. The Individuals with Disabilities Education Act of 2004 requires that paraprofessionals be appropriately trained for their unique roles; however, early intervention paraprofessionals, particularly in rural areas, have limited access to quality preparation programs. This article shares an example of a statewide model of preparation and training for early intervention paraprofessionals. The outcomes achieved, lessons learned, and next steps in the implementation of the model are also presented.Key Words: paraprofessionals, early childhood intervention, rural trainingPart C of the Individuals with Disabilities Education Act (IDEA) of 2004 requires participating state agencies to provide early intervention services to eligible infants and toddlers (birth through 2 years) with disabilities or developmental delays and their families in natural environments, such as the home or community settings chosen by the family. Professionals from multiple disciplines, such as speechlanguage therapy, occupational therapy, physical therapy, anti special education, may be involved in providing familycentered services to improve child and family outcomes. Paraprofessionals are increasingly becoming an integral part of these early intervention teams to assist in delivering services to eligible infants and toddlers and their families (Kellegrew, Pacifico-Banta, & Stewart, 2008).Although national data specific to this increased participation of paraprofessionals in early intervention services is unavailable, a needs assessment conducted with service providers and administrators delivering services in early intervention programs in the state of Colorado revealed several reasons for the increased demand for paraprofessionals, many of which are mirrored in the literature on the use of paraprofessionals in K-12 settings in urban and rural areas (e.g., Ashbaker & Morgan, 2010; Breton, 2010; Chopra, 2009; Chopra ek French, 2004; Chopra, Sandoval-Lucero, & French, 2011; Downing, Ryndak, &. Clark, 2000; French &. Pickett, 1997; Giangreco, Yuan, McKenzie, Cameron, &. Fialka, 2005; Hughes & Valle-Riestra, 2008; Marks, Schrader, &. Levine 1999). Three important findings emerged from the Colorado needs assessment. First, the number of infants and toddlers and their families eligible for early intervention services is increasing as a result of improved identification and developmental screening processes that start as soon as children are born. Given the shortage of licensed service providers, this increase in eligible children and families has resulted in larger caseloads for licensed early intervention professionals, which in turn has led to fewer contacts with eligible infants and toddlers and their families. This issue is more severe in certain geographic regions, such as rural and mountainous areas of Colorado, which experience greater shortages of certified early intervention professionals. Furthermore, the distances involved and lack of easy access to isolated communities and family homes, along with large caseloads, significantly interferes with Colorado early intervention providers' ability to visit some of the eligible families as frequently as recommended. Paraprofessionale provide increased frequency as well as intensity of services.Second, employment of non-degreed personnel like paraprofessionals enhances state and local agencies' capacity to deliver early intervention services and makes best use of limited licensed early intervention workforce and financial resources. For example, an early intervention program may employ a lower-paid paraprofessional to conduct follow up or reinforcement activities with a family under the direction of the licensed provider rather than hire a higher paid licensed early intervention provider for those activities. …