The Role and Training of Paraprofessionals Who Work with Students Who Are Visually Impaired.

Abstract: This survey of teachers of students with visual impairments and paraprofessionals who work with students with visual impairments found that more than 35% of the paraprofessionals were providing direct instruction in skills in the expanded core curriculum. Thus, the roles of these two groups need to clarified. ********** Paraprofessionals who work with students with disabilities are one of the fastest-growing groups of workers in the United States (Pickett & Gerlach, 1997). In 1986, only 150,000 paraprofessionals were employed (Pickett, 1986), but in 2007, the National Center for Education Statistics reported that 312,000 paraprofessionals supported the education of students with disabilities. Others, however, have suggested higher numbers; Ashbury and Morgan (2001) estimated that 930,000 paraprofessionals were employed in schools, and Giangreco (2007) estimated that 600,000 to 1 million paraprofessionals are currently working in schools. Regardless of the exact number, the employment of paraprofessionals has dramatically increased over the past 20 years. The increase has been attributed to many factors, including the demand for the inclusion of students with disabilities in general education classrooms, the shortage of qualified personnel, and the changing role of the classroom teacher (Morrisette, Morrisette, & Julien, 2002). The term paraprofessional has not been clearly defined in the field of education. Neither the No Child Left Behind (NCLB) Act of 2001 nor the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 defines the term. Gerlach (1994) reported that in one state, 15 terms were used to describe a paraprofessional. This lack of agreement on a universal definition and terminology has led to confusion regarding the roles and responsibilities of paraprofessionals (Morrisette et al., 2002). Background LEGISLATIVE SUPPORT OF PARAPROFESSIONALS NCLB specifically addresses the role and training of paraprofessionals. The legislation requires that paraprofessionals must (1) "complete at least 2 years of study at an institution of higher education" and (2) "demonstrate through a formal state or local academic assessment knowledge of and ability to assist in instructing, reading, writing, and mathematics" (Section 1119[c][1][A] and [C]). These requirements do not differentiate training requirements for paraprofessionals who are working in general or special education settings. NCLB requires that paraprofessionals be provided with professional development opportunities in the areas of the core curriculum, instructional strategies, state academic standards, and state assessments (Section 2123[a][3][A]). The responsibilities of the paraprofessional that are specifically outlined in the NCLB include one-on-one tutoring, assisting with classroom management, assisting in computer labs, conducting parental involvement activities, providing support in library or media centers, acting as translators, or providing instructional services (Section 1119[g][2][A]). The act clearly notes that instructional service activities must occur "under the direct supervision of a teacher" (Section 1119[g][3][A]). Although IDEA 2004 does not address the paraprofessional's role, both Parts B and C specify that paraprofessionals be provided with training and supervision. Part B notes that paraprofessionals must be "appropriately trained and supervised, in accordance with State law, regulation, or written policy" (Section 612[14][B][iii]). Likewise, Part C requires "a comprehensive system of professional development, including the training of paraprofessionals" (Section 635 [8]). Few states have yet to address the training and credentialing of paraprofessionals (Beale, 2001). PARAPROFESSIONAL ROLES The growing use of paraprofessionals in supporting the education of students with disabilities has outpaced the ability to define clearly the roles, training, and supervision needs of paraprofessionals (Giangreco, Edelman, Luiselli, & MacFarland, 1997). …