Improving Preparedness of Paraprofessionals in Uniontown Area School District

Paraprofessionals perform an essential role in the delivery of special education services to students with disabilities. When paraprofessionals are appropriately trained and retained over time, students receive the high-quality support that is necessary to be successful in the least restrictive environment. This research project focused on improving the quality of the existing professional development activities offered to paraprofessionals in Uniontown Area School District. The mixed-methods approach of data collection was utilized to answer the three research questions that drove the study as follows; 1. What are paraprofessionals’ perceptions of their own preparedness and needs in Uniontown Area School District? 2. What do teachers perceive as paraprofessionals’ needs in Uniontown Area School District? 3. What components should be included in a comprehensive professional development program for paraprofessionals in Uniontown Area School District? Data was collected through use of electronic surveys containing both Likert-type and open-ended questions that identified paraprofessionals’ and teachers’ perceptions regarding paraprofessionals’ preparedness and need for training. Based on the analysis of quantitative and qualitative data, appropriate training topics were identified that provided a framework for the development of a 5-day comprehensive professional development program. A detailed training schedule is provided, in alignment with the review of literature, for paraprofessionals in Uniontown Area School District. Publisher