PROVIDING EFFECTIVE SUPPORT FOR PARAEDUCATORS WORKING WITH STUDENTS REQUIRING INTENSIVE INTERVENTION

Abstract

This capstone is focused on an in-depth examination of how special education paraeducators provide services to students who require intensive intervention. Current trends in special education and the impact on paras are addressed, a brief contextual history and evolution of the paraeducator are presented, including how administrators and special education teachers can provide better support of self-contained paras, problem of practice, and four research questions are analyzed. A comprehensive literature review is addressed to the four questions. An in- depth description of search procedures, including inclusion and exclusion criteria are presented. The literature review provides a narrative of paraeducator roles, barriers, professional development and coaching. The literature review includes federal laws, policies, and published research in peer-reviewed academic journals on special education paraeducators. A comprehensive plan to address how special education teachers and administrators can successfully support paras working in self-contained settings to improve student outcomes is presented. Gaps and limitations using current research on special education paraeducator roles, barriers, professional development, and coaching are analyzed and considered when designing a study. A research design, including participants, methods, independent variables, dependent variables, scope and sequence, and intended results at the conclusion of the study is presented. A hard product that can be accessed by any administrator, special education teacher, or paraeducator who works with students in an elementary self-contained classroom, presented on a web-based platform.