Helping or Hindering: A Systems Look at the Use of Paraprofessionals in Special Education
Updated: Oct 6
Available as a Two-Day Training by Carol Kosnitsky
Too often the debate focuses on the unwieldy number and costs associated with paraprofessionals in schools today. And while the use of paraprofessionals has grown exponentially over the years the more appropriate debate should focus on whether paraprofessional support is the most appropriate strategy to address student needs and, if so, how should that support be provided.
While paraprofessionals fulfill a vital role in our schools, at times, they are assigned because of the educational environment’s limited capacity to adapt to the needs of a particular student. In these cases, the assignment of a para may inadvertently mask a greater system problem with possible unintended negative consequences for the student.
Based on the work of Michael Giangreco, participants will look at the factors that contribute to the over-reliance on paraprofessionals to educate students with disabilities, along with a growing body of evidence that supports that there are alternatives to this over-reliance. Participants will receive tools they can use within their schools/districts to assess their own practices and develop improvement plans to build internal capacity that may reduce the number of paraprofessionals and ensure that all students are appropriately educated.
Day 1: Mandatory session with general and special education administrators responsible for personnel decisions regarding paraprofessionals. This session will provide administrators with the foundation they need to develop a systematic plan for engaging staff on this sensitive topic.
Day 2: Designed with administrators, this session will engage general and special educators in a process to identify the root causes behind requests for paraprofessional support; problem solve strategies that do not involve the use of paraprofessionals; and when considering para support, utilizing a process to increase student access and independence.
Target Audience: general and special education administrators responsible for paraprofessional personnel decisions, and general and special educators
