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|a LB2844.1.A8 P45 2012_Phillips-ScotlandDion |2 BU-Local |
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|a Phillips-Scotland, Dion A.. |
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|a Paraprofessionals' tasks, training, level of comfort, and perceptions of contributions and value |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2012. |
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|a viii, 134 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2012. |
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|a Includes bibliographical references (leaves 104-114). |
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|a Copyright Dion Phillips-Scotland. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Paraprofessionals’ Tasks, Training, Level of Comfort, Contributions, and Value The purpose of this study was to assess paraprofessionals’ perceptions of their jobs. A descriptive survey method was used to gather data on 210 paraprofessionals about the tasks they perform and the frequency of their performance, the training received, comfort level with different tasks, contributions to the lives of students, and the extent to which they are valued. Participants were asked to complete a 75-item online survey. Most respondents were female and Caucasian; almost a third spoke a language other than English; and the majority worked at the primary school level. The special education categories served by most paraprofessionals were Autism, Speech or Language Impairment, Specific Learning Disability, Attention Deficit Hyperactivity Disorder, and Emotional/Behavioral Disturbance. Participants performed tasks associated with academic instruction and behavior management more frequently than other tasks. There was a significant positive correlation between training pertaining to student instruction, behavior management, professional collaboration, medical issues, and understanding students with disabilities, and the performance of academic, behavior, and collaboration tasks. A significant positive correlation was also found between training received in a certain domain and feeling comfortable working in that domain. Participants’ greatest contributions to students’ lives were in the areas of academic skills, happiness, behavior, and friendships. They reported valuing their own work more than others did, although students and other paraprofessionals also highly valued their work. A significant negative correlation was found between years of experience and paraprofessionals’ sense of overall contribution to students. Despite this, the majority intended to continue working as paraprofessionals over the next five years. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Teachers' assistants |x United States. |
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|a Inclusive education |x United States. |
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|a Students with disabilities. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001540/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/15/40/00001/LB2844_1_A8 P45 2012_Phillips-ScotlandDionthm.jpg |
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|a Theses and Dissertations |
