Perceptions of Special Education Paraprofessionals' Effectiveness in Supporting the Academic, Social, and Emotional Needs of Special Education Students and Recommendations for Paraprofessional Professional Development Topics

Paraprofessionals play an integral role in the academic, social, and emotional growth of students in a K-12 setting. However, they may not have the necessary skills, background, or education to effectively implement academic, social, and emotional supports for students that diminish their overall effectiveness. Moreover, special education paraprofessionals may not receive adequate professional development to address these deficient skills, if they exist. This research study will explore the attitudes of special education paraprofessionals toward their professional development, their perception of their effectiveness in the classroom, and their perceptions of needed topics for professional development. This study will also explore administrators’, regular education teachers’, and special education teachers’ perceptions toward paraprofessionals’ effectiveness and development to determine whether or not there exists any differences in the attitudes of administrators and teachers toward paraprofessionals’ effectiveness and the attitudes of paraprofessionals toward themselves. Therefore, this action research study will seek to examine what constitutes effective paraprofessional support, what strategies administrators, teachers, and paraprofessionals find to be the most effective, and what professional development best helps build the confidence and effectiveness of paraprofessionals in the classroom setting.