Career Development Programs and Models

Breaking The Class Ceiling: Paraeducator Pathways To Teaching

Haselkorn, David; Fideler, Elizabeth
Recruiting New Teachers, Inc., Belmont, MA.
Recruiting New Teachers, Inc., 385 Concord Avenue, Belmont, MA 02178 (while supplies last), 1996, 304 p.

This report examines a grass-roots movement for teacher diversity and development: paraeducator pathways into teaching. The desire to recruit a more diverse pool of teachers for urban schools and critical shortage areas has spurned a renewed interest in paraprofessional career opportunity programs. The 149 paraeducator-to-teacher programs identified in a survey by Recruiting New Teachers are described in terms of program scope and purpose; a profile of participants; overcoming barriers to participation; program models; recruiting, evaluating, and tracing participants; program budget and administration; and outlook. Sources of support for paraeducator-to-teacher programs include foundations, federal and state sponsorship, and teacher unions and paraprofessional associations. The study suggests that the paraeducator-to-teacher programs are an important influence in diversifying the teacher workforce, can be an important link between schools and communities, and can raise skill levels and earning power of their participants. A substantial bibliography is included. The appendices include profiles of nine programs; study methodology; presentation of data from the program survey; strategies to help paraeducators surmount barriers to career advancement; and workshop topics for staff.

ERIC Accession Number: ED398184

Career Development For Non-Traditional Community College Students As Special Education Paraprofessionals

Final Report

Harrison, Sharonlyn

Wayne State Univ., Detroit, MI. Developmental Disabilities Inst., 1997, 201 pp.

Developmental Disabilities Institute, Wayne State University, 268 Leonard Simons Building, 4809 Woodward Ave., Detroit, MI 48202; telephone: 313-577-2654.

This final report describes the Career Development for Non-Traditional College Students as Special Education Paraprofessionals Project, a Michigan project designed to develop career paths and employment opportunities for paraprofessionals who work with children, youth, and adults with disabilities. Its intent was to develop a value-based curriculum that focuses on community presence and participation, communicates guiding values, and emphasizes; human relationships and support to individuals with disabilities. While learning best practices in the field, students also developed the skills needed for successful academic work. Highlights of the project included: (1) creating career path possibilities for paraprofessionals; (2) affecting persons with developmental disabilities and their families through paraprofessional training experiences that provided a vision of community presence and participation; (3) developing an extensive curriculum and student handbook; (4) developing innovative recruitment strategies, including a closed-captioned video; (5) enhancing the status of the direct-care role through building career paths that allowed paraprofessional to obtain higher education and job advancement within the field; (6) increasing minority participants through targeted minority recruitment; and (7) teaching state of the art strategies to paraprofessionals. Appendices include a paraprofessional curriculum for community inclusion, course listings, and a technical assistance guide.

ERIC Accession Number: ED415647

Career Ladder Approach To Training For Community Facilities Personnel And Paraeducators In The State Of North Dakota

Vassiliou, Demetrios; Johnson, Dave
In: Montgomery, Diane, Ed., Rural Partnerships: Working Together. Proceedings of the Annual National Conference of the American Council on Rural Special Education (ACRES) (14th, Austin, TX, March 23-26, 1994), 11 pp.

Since 1983, the North Dakota Statewide Mentally Retarded/Developmentally Disabled Faculty Staff Training Program has used a career ladder approach to provide training to over 10,000 staff, primarily in scattered rural developmental-disability facilities. Cooperative relationships among the Department of Human Services, Minot State University, and community providers have been critical to the program’s success. The training program uniquely meets the needs of rural states. A “circuit rider” provides technical assistance to developmental-disability regional trainers working with facility staff. Full-time direct-service staff are required to demonstrate knowledge and skills in topic areas addressed in 13 training modules, and have the option of studying 20 additional modules. The program offers a seven-step professional development sequence for career advancement, ranging from entry-level orientation to a Master’s degree in special education. Learning options include formal instruction, on-site demonstration, mentoring, and self-study. Staff may “test out” of individual modules. Key program elements include comprehensive but flexible training materials, a state system of training records, state standards and certification for training, and a career training sequence leading to academic degrees. In 1992, the program was expanded to provide field-based training to special-education paraeducators. Training consists of four mandatory modules for basic certification and four or five of nine optional modules for advanced certification. Trainees may receive college credit.

ERIC Accession Number: ED369591

Career Pathways For Related Service Paratherapists Working In Early Intervention And Other Education Settings

Longhurst, Thomas M.
Journal of Children’s Communication Development; v18 n1 p23-30 Spr-Sum 1997

Discusses issues in personnel training practices for paraprofessionals providing related services in early intervention and education settings. The term paratherapist is used to refer to paraprofessionals working under the supervision of professionals in physical therapy, occupational therapy, and speech-language pathology. Presents a philosophy of related service paratherapist utilization and a summary of current and future needs for paratherapists.

ERIC Accession Number: EJ550629

Diversifying From Within: The Minority Teacher Scholarship Program

Fielder, Donald J.
Phi Delta Kappan, v. 77 (Feb. 1996) p. 445-6

The writer describes a cooperative program that has helped a Georgia school district and a nearby university to produce more minority teachers. The Marietta City School District joined forces with Kennesaw State College to institute a Minority Student-to-Teacher Recruitment and Training Program. Under the program, students receive scholarships to follow an education degree program at the university in return for a commitment to teach one year in the school district for every year they are on scholarship. The scholarships are jointly funded: The school district’s general fund pays for half of all the costs, the university’s endowment fund pays a quarter, and the district’s own foundation pays for the remaining quarter. As well as the scholarship, which pays for tuition and fees, the participants receive part-time or full-time paraprofessional positions with the district.

Diversifying The Teaching Force: Preparing Paraeducators As Teachers. ERIC Digest

Genzuk, Michael
ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC., 1997; 4 p.

Paraeducators are school employees whose responsibilities are either instructional in nature or who deliver other services to students. Large numbers of paraeducators have expressed a desire to become professional teachers. Because many paraeducators, perhaps the majority, are from minority groups, they would expand the pool of potential teachers from underrepresented groups. Well-designed paraeducator-to-teacher programs foster stronger school/university collaboration, improved induction into teaching, and graduated assumption of teaching roles as knowledge and skills are refined. Data indicate four primary obstacles that, if mediated, may facilitate successful pathways for paraeducators attempting to attain teacher certification. These obstacles and suggested mediations are: (1) financial support–access to grants, scholarships, and other financial aid; (2) social factors–provision of programs and events for sensitizing the paraeducator’s entire support community to the academic and social pressures the paraeducator may encounter; (3) academic obstacles–enrichment such as counseling, mentoring, tutoring, and extended programs for promising candidates who need expanded academic time frameworks; and (4) external pressures and stresses–school-site assisted performance (improved working conditions at the school site including salary, benefits, and job security, and a nurturing, supportive environment). (Contains 13 references.)

ERIC Accession Number: ED406362

First And Second Language Acquisition Processes

Intercultural Development Research Association, 5835 Callaghan Road, Suite 350, San Antonio, TX 78228; (210) 684-8180

Emphasizes the learning process for language acquisition. Using two dimensions of languageÖsocial and academicÖthis material provides information with the processes that students go through as they acquire English as a second language. Training is designed for professionals and paraprofessionals in the K-12 system.

Growing Your Own: A Model For Preparing Paraprofessionals To Be Fully Certified Teachers In Urban Classrooms

Dandy, Evelyn Baker
Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997), 18 pp.

The Pathways program at Armstrong Atlantic State University (Georgia) is taking non-certified school district employees who have exemplary work records, better than average grades, and a sincere commitment to teaching and offering them tuition and other support so that they can take college courses and earn degrees leading to teacher certification. The employees must maintain a grade point average of 2.5 or higher, and upon graduation remain employed by the local public schools for at lest three years. Faculty teaching in the program have been encouraged to emphasize techniques that work well with children in urban environments. All lesson plans include a statement of relevance and must focus on participatory activities with ample opportunities for oral language development. Assignments encourage the use of materials and resources available in most urban homes. Community site visits include local museums featuring the local history and the accomplishments of local residents. This project has been accomplished through the collaboration of representatives from three institutions in Savannah (Georgia): Armstrong Atlantic State University, Savannah State University, and the Savannah-Chatham County Public Schools. Four tables are appended.

ERIC Accession Number: ED408253

Idaho’s Three-Tiered System For Speech-Language Paratherapist Training And Utilization

Longhurst, Thomas M.
Journal of Children’s Communication Development; v18 n1 p57-63 Spr-Sum 1997

Discusses the development and current implementation of Idaho’s three-tiered system of speech-language paratherapists. Support personnel providing speech-language services to learners with special communication needs in educational settings must obtain one of three certification levels: (1) speech-language aide, (2) associate degree speech-language assistant, or (3) bachelor’s level speech-language associate.

ERIC Accession Number: EJ550631

Inclusion: An Essential Guide For The Paraprofessional:

A practical reference tool for all paraprofessionals working in inclusionary settings
Hammeken, Peggy A.
Peytral Publications, 1996. 144 p. ISBN: 0964427168


Final Report, September 1, 1993 to June 30, 1997

Palsha, Sharon and Wesley, Patricia in collaboration with Duncan Munn and Gene Perrotta

North Carolina University, Chapel Hill. Frank Porter Graham Center, 1997, 44 pp.

This final report discusses the outcomes of a North Carolina project designed to prepare professionals and paraprofessionals to deliver quality services in inclusive settings to young children with disabilities and their families. The primary component of the project was to develop and implement an on-site, inservice collaborative consultation model in which 40 early childhood professionals were trained as consultants to work with child care staff in their communities to improve the quality of child care environments. Consultants were primarily early intervention outreach specialists and resource and referral agency staff. The second component of the project was to support early childhood community college faculty in their curriculum planning and teaching efforts to prepare students to provide services to children with disabilities and their families. Evaluation data indicate that the on-site consultation model was successful in improving the quality of early childhood environments. By providing on-site follow up related to the participants identified needs, changes were made in program quality that were both measurable and lasting. The community college component of the program was also successful. Contains 2 tables and 12 figures.

ERIC Accession Number: ED411654

Increasing Teacher Diversity By Tapping The Paraprofessional Pool

Villegas, Ana Maria; Clewell, Beatriz C.

Theory into Practice, v. 37 no2 (Spring 1998) p. 121-30

Part of a special issue on preparing teachers for cultural diversity. Paraprofessionals represent a largely untapped pool from which people of color can be recruited and prepared for a teaching career. Increasing the proportion of teachers of color in public schools is necessary so that these teachers can serve as cultural brokers for the growing number of students of color and as role models for all students. In order to serve these paraprofessionals well, teacher education programs must set up partnerships with school districts to plan and implement a career ladder program, use multiple sources of information to select paraprofessionals for such a program, provide academic and social support services, modify the teacher education program, and secure tuition assistance.

Increasing The Number Of Minority Teachers: Tapping The Paraprofessional Pool

Dandy, Evelyn B, Armstrong Atlantic State University Pathways to Teaching Careers Program
Education and Urban Society, v. 31 no1 (Nov. 1998) p. 89-103

Part of a special issue on diversifying the teaching force to improve urban schools. The Pathways to Teaching Careers Program at Armstrong Atlantic State University (AASU), Georgia, is discussed. In attempting to meet Georgia’s need for minority teachers, Pathways offers non-certified school district employees tuition and other support so they can take college courses and earn degrees leading to certification. In turn, the participants must maintain a grade point average of 2.5 or higher, attend all program-supported activities, and, when they graduate, remain employed by the local public schools for at least three years. The success of the AASU program is due primarily to strong collaboration between local schools and universities; leadership by a campus advocate who is committed to the program objectives; program standards that begin with a strategic selection process and provide financial, emotional, and academic support; and curricular modification that allows for flexible scheduling, includes strategies for teaching urban populations, and builds on cultural strengths.

Increasing The Number Of Teachers Of Color For Urban Schools

Lessons from the Pathways national evaluation Pathways to Teaching Careers Program
Villegas, Ana Maria; Clewell, Beatriz C.
Education and Urban Society, v. 31 no1 (Nov. 1998) p. 42-61

Part of a special issue on diversifying the teaching force to improve urban schools. A study examined the effectiveness of the Pathways to Teaching Careers Program, a privately supported teacher recruitment effort. Paraprofessionals and emergency-certified teachers are the program’s primary recruitment targets. Data were obtained over three years as part of a five-year national evaluation of the program. As of June 1997, the 27 Pathways sites had collectively recruited and enrolled 1,854 participants or 15 percent more than the recruitment goal. The attrition rates for the emergency-certified teacher group and the paraprofessional group are 14 and 12 percent, respectively. The overall completion rate for the emergency-certified teacher group is 52 percent and for the paraprofessional group is 38 percent. However, these figures underestimate completion rates. Teaching effectiveness ratings are high for both emergency-certified and paraprofessional groups.

The Irvine Paraprofessional Program

Promising practice for serving students with ADHD
Kotkin, Ronald A
Journal of Learning Disabilities, v. 31 no6 (Nov./Dec. 1998) p. 556-64

The Irvine Paraprofessional Program (IPP) looks promising for serving elementary-school children with attention-deficit/hyperactivity disorder (ADHD) in the general education classroom. This article describes the components of the IPP, preliminary research studies that support its efficacy, and the benefits of the model. The IPP is a 12-week intensive intervention that includes (a) direct intervention to children with ADHD by specially trained paraprofessionals, (b) teacher consultation by the school psychologist on the use of effective classroom management strategies, (c) school-based reinforcement, and (d) social skills training. Preliminary studies suggest that paraprofessionals can effect positive changes in children with ADHD that can be maintained by the teacher once the paraprofessional is removed from the classroom. The purpose of this article is to provide a description of the IPP as an effective model for serving children with ADHD in the general education classroom.

Multicultural Perspectives In The Classroom: Professional Preparation For Educational Paraprofessionals

Harper, Victoria
Action in Teacher Education, v. 16 (Fall 1994) p. 66-78

Part of a special issue on celebrating diversity in teacher education. The writer recommends the establishment of a recognized career path leading to full teaching certification for the educational paraprofessional. In response to the diverse cultural and linguistic needs of their students, many school districts employ teachers’ aides who have little academic or pedagogical preparation and who operate at an organizationally disempowered level. The creation of an effective paraprofessional teaching population requires that paraprofessionals be prepared for the work they do, that they be allowed to move from one level of responsibility to the next within a sequence of preparation, and that career paths leading to full professional certification be established. The writer presents a historical view of paraprofessional programs, gives current examples of such programs, and suggests possible career paths for the paraprofessional.

National Policies And Training Frameworks For Early Childhood Education [In] The United States

The Child Development Associate and Other Credentialing Frameworks for Paraprofessionals
Hinitz, Blythe F.
Paper presented at the Warwick International Early Years Conference (2nd, March 28, 1996), 26 pp., 1996.

This paper reviews the history of the Child Development Associate (CDA) credential, created in 1972 to meet the growing need for skilled child care workers to provide quality programs for young children in the United States. A pilot program was launched in 1974, leading to the granting of CDA credentials in 1975. Since 1976 over 60,000 CDA credentials have been awarded, and Head Start’s current mandate includes one CDA per classroom. Critiques of the CDA system are reviewed, as are adaptations and variations on the original curriculum and model. Other nontraditional child care training and credential programs are also described. It is concluded that the CDA credential has created a cadre of competent, skilled educators and caregivers. Weaknesses and challenges associated with the program include confusion about the status of CDAs within the early childhood profession, self-regulation within the credentialing process, and the limited scope of the credential in non-Head Start settings. (Contains 56 references.)

ERIC Accession Number: ED397018

Oklahoma Dual Sensory Impairment Technical Assistance Project

Final Report
Lovett, David; Haring, Kathryn
Oklahoma University, Norman. 1996, 176 p.

This final report describes Oklahoma State Department of Education activities designed to improve technical assistance to special education programs and related services for children and youth with deaf-blindness. Specifically, activities of the project included: (1) training professionals, paraprofessionals, and related service providers preparing to serve or serving children and youth with deaf-blindness; (2) providing technical assistance to increase the number of programs delivering improved services to children and youth with deaf-blindness in the least restrictive environment; (3) facilitating parental involvement in the education of their children and youth with deaf-blindness; and (4) identifying, certifying, and placing children on the Deaf-Blind Registry and tracking children and youth with deaf-blindness. The goals of the project were to establish improved instructional, administrative, and appraisal techniques leading to increased opportunities for education within the least restrictive environment; to increase family involvement; to create an effective tracking and certification system; and to establish a closer correlation between the Deaf-Blind Registry and state child counts. The result of this project was the establishment of improved techniques leading to increased opportunities for education within the least restrictive environment, greater family involvement, an effective tracking and certification system, and a closer correlation between Deaf-Blind registry and state child counts. Appendices contain a list of project activities, data charts, and evaluation instruments.

ERIC Accession Number: ED411647

Paraeducator: Not Just An Aide

Johnson, Marlene M.; Lasater, Mary W.; Fitzgerald, Mary M. Jornal of Staff Development; v18, n1, 6-11, Winter 1997
Available from UMI

This article, written by staff developers and authors of a paraeducator training curriculum, Paraeducators: LifeLines in the Classroom, offers a framework for planning ongoing staff development for pre-service paraeducators. It highlights essential content as the core information to be addressed, questions to design a needs assessment, as well as a recommended process for conducting staff development.

ERIC Accession Number: EJ586895

Paraprofessional Training Packet

Arkansas Department of Education, Special Education Section, State Education Building, C Room, 1054 Capital Mall, Little Rock, AK 72201; (501) 682-4221

The information in the packet addresses multicultural issues with sample activities in working with the LEP student. Included are legal aspects pertaining to the Americans with Disabilities Act, Rehabilitation 504 Act, IDEA Legislation, inclusion, and IEP requirements. A resource for paraprofessionals in the K-12 system.

Preparing Teachers For Cultural Diversity

A Symposium
Theory into Practice, v. 37 no2 (Spring 1998) p. 88-171

A special issue on preparing teachers for cultural diversity is presented. Articles discuss the enhancement of institutional capacity to address diversity issues in teacher education, teacher attributes necessary to provide a multicultural education, how novice teachers can develop broader and more complex perspectives on social issues and action, institutional support for diversity in pre-service teacher education, the recruitment and preparation of paraprofessional people of color for a teaching career, the attempt by the University of New Mexico’s pre-service teacher education program to construct a critical perspective toward a better understanding of both the school and the home and community, the use of case studies in the preparation of teachers for cultural diversity, the attempt by the New College of California’s teacher education program to empower new teachers to meet the challenges of education in culturally diverse communities, two cultural immersion projects offered at Indiana University-Bloomington, and design principles for good practice in multicultural pre-service teacher education.

Profiles In Collaboration

Chapter 4: Kansas Project Partnership: A State Systems Change Approach to Improving Teacher Development
P. Jeannie Kleinhammer-Trammil, James J. Trammil, Fran E. OâReilly, and Phyllis M. Kelly, Kansas Project Partnership (KPP), Kansas State Board of Education
Technical Assistance Center for Professional Development Partnerships, Academy for Educational Development, Washington, DC, February 1998; call (202) 884-8000 or download from website

The KPP project focuses on systemic change. In order to bring IHEâs in line with new sate license and certification requirements for both general and special educators, KPP facilitated updating and improving preservice education programs. It awarded subgrants to IHEâs in Kansas and also offered mini-grants to members of a multi-state consortium.

Project Para: Establishing Paraprofessional Preservice Training Programs Through Cooperative Efforts With Local Education Agencies

Stanley F. Vasa, Allen Steckelberg, and Mary Koenig Goyette
The Paraprofessional Preservice Training Project, Department of Special Education and Communication Disorders, Teachers College, University of Nebraska-Lincoln, 318 Barkley Memorial Center, University of Nebraska, Lincoln, NE 68583-0738; (402) 472-5494

The projectâs training program for paraeducators emphasizes coordination with local schools, active involvement of paraeducators, and accountability for defined outcomes. Provides competencies in instructional techniques, behavior management, confidentiality and ethical behaviors, collaboration and teaming skills, classroom organization and management, special education policies and terminology, monitoring and reporting student progress, and roles of paraeducators in special education programs. Self-study materials available at

Project Together: Family Child Care Providers’ Commitment To Continuing Education And Inclusion

Giovinazzo, Christina; Cook, David
Infants and Young Children; v8 n2 p26-36 Oct 1995
Available from UMI

This article describes a comprehensive, credentialed training program for family child-care providers that is family-centered, community-based, and focuses on developmentally appropriate practices for all children, including those with disabilities. The development of and rationale for this program are discussed, and a description of field test activities and outcomes is provided.

ERIC Accession Number: EJ511793

Promise Seen In Patchwork Of Para-To-Teacher Programs

Ponessa, Jeanne
Education Week, v. 15 (Apr. 3 1996) p. 7

Programs, such as the Urban Paraprofessional Teacher Preparation Program at Cambridge College in Massachusetts, not only provide school aides with the opportunity to become teachers but also help direct members of minority groups into a profession that needs diversity. Paraprofessionals who want to become teachers have been found to be usually older, have wider classroom experience, and be less likely to leave teaching.

Recognizing Cultural Difference In The Classroom

Training Module III: National Origin Desegregation
Intercultural Development Research Association, 5835 Callaghan Road, Suite 350, San Antonio, TX 78228; (210) 684-8180; $8.50

Text explores various cultural dimensions including surface, culture, folklore, order of authority, patriotic/religious holidays, folk tales, and elements of deep culture. Addresses LEP students and a variety of cultures within the education system. Does not address the special needs learner nor language acquisition skills.

Report Of The Consortium Of Organizations On The Preparation And Use Of Speech-Language Paraprofessionals In Early Intervention And Education Settings

Journal of Children’s Communication Development; v18 n1 p31-55 Spr-Sum 1997 (ERIC Accession Number: EJ550630)
Also: Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191; 57 pp.

This report presents the conclusions of a consortium of organizations on the development of a framework for the appropriate preparation, use, and supervision of paraprofessionals in the delivery of speech and language services in early intervention and educational settings for children with communication disorders. The framework establishes three levels of paraprofessionals, with job titles such as aide, assistant, and associate, all working under the supervision of a licensed/certified speech language pathologist. Provided for each level is information on the nature of the role and its responsibilities, the education and training needed, and the degree of supervision required by individuals in that role. The framework also specifies the additional knowledge and skills needed by the speech-language pathologist to adequately supervise and use the various levels of paraprofessional personnel in a comprehensive service system. Also specifically identified are those activities that should remain outside the scope of responsibilities of a paraprofessional in speech-language pathology. Attached is a detailed matrix listing the roles and responsibilities, needed competencies/skills, and needed knowledge for each of the three paraprofessional levels.

ERIC Accession Number: ED406788

Starting Today: Steps To Success For Beginning Bilingual Educators

Intercultural Development Research Association, 5835 Callaghan Road, Suite 350, San Antonio, TX 78228; (210) 684-8180

The material addresses all areas that contribute to the success of learners. The learning process, including homework, is outlined by spelling out the responsibility of teacher, student, and parent. Focuses on the Spanish-speaking population, providing many commonly used classroom phrases in English and Spanish. The techniques could be adapted for use with other students who are LEP. Extensively describes learning styles, self-esteem issues, peer interaction while providing a holistic approach. For paraprofessionals, teachers, and administrators in the K-12 system.

Skill Standards For Paraeducators

Washington State Board for Community and Technical Colleges Skill Standards Project
Paraeducator Skill Standard Consortium with project management provided by Walla Walla Community College

Skill standards are performance specifications that identify the knowledge, skills, and abilities that an individual needs to succeed in the workplace. They also answer the question, ãHow do we know when workers are performing well?ä Prepared to generate interest in the field as a career choice, provide information to college faculty to prepare paraeducator students for successful performance in schools, assist high school teachers and counselors to better advise students preparing for careers as paraeducators. Goal is to specify the critical work functions, key activities, performance indicators and knowledge, skills, and abilities needed to succeed as a paraeducator in a general, special education, or bilingual/ESL educational setting.

Teaching Content: Esl Strategiesfor Classroom Teachers

Intercultural Development Research Association, 5835 Callaghan Road, Suite 350, Suite, San Antonio, TX 78228; (210) 684-8180; $8.50

This training manual presents a variety of exercises geared toward cognitive, social, and experiential learning. Exercises explore the different ways of learning English as a second language. Provides ã20 Tips for Teachers of Language-Minority Students.ä Incorporates cooperative learning, using as many visual cues as possible, making use of all senses, and increasing student response time. Especially useful for paraprofessionals working with LEP students.

Technical Assistance Guide For Community College Administrators And Program Coordinators

Kent, Carol; and others
Wayne State Univ., Detroit, MI. Developmental Disabilities Inst., 1996, 40 p.

This guide provides information and guidelines to community college personnel who are administering and coordinating programs designed to prepare paraprofessionals to work with individuals with developmental disabilities in community settings. The guide is specifically for individuals managing the “Paraprofessional Curriculum for Community Inclusion” program offered at Michigan community colleges. The guide describes the Community College Initiative developed by Wayne State University’s Developmental Disabilities Institute, especially its features of systems change, student diversity, a values-based curriculum, academic skill development, and career path development. The guide outlines the importance of “person first” language, program needs assessment, community linkages, program certification, staffing, disability support, and job placement. A chapter on curriculum development focuses on the core curriculum which stresses seeing people first (not their disability), viewing historical perspectives, understanding individuals’ special needs, the human service delivery system, rights and advocacy, field work, areas of specialization and employment, and transfer to four-year institutions. A chapter on program administration addresses staffing the program (hiring qualified faculty and supporting and retaining faculty), student recruitment, and other program issues. A list of products developed by the Community College Initiative is appended. (Contains 10 references.)

ERIC Accession Number: ED403713

The Training And Support Needs Of Paraprofessionals In Rural Special Education

Passaro, Perry D, Pickett, Anna Lou, Lathem, G., and Wang, H.B.
Rural Special Education Quarterly; v13 n4 p3-9 Fall 1994

Two surveys of rural paraprofessionals, teachers, and administrators in special education identified paraprofessionals’ perceived training and support needs, current training requirements for special education paraprofessionals, and effective methods of providing training in rural areas. Results encompass demographics, extent and quality of supervision, retention issues, previous training, and training needs. Bar graphs detail paraprofessional and supervisor ratings of paraprofessional competencies.

ERIC Accession Number: EJ495401

Training Interpreter Paraprofessionals To Assist In The Language Assessment Of English Language Learners In Utah

Yoakum, Susie; Manuel Dupont, Sonia
Journal of Children’s Communication Development; v18 n1 p91-101 Spr-Sum 1997

Describes development of an interpreter paraprofessional (IP) program by Utah State University and Granite (Utah) school district in response to the unavailability of certified interpreters to assist in special education assessment of students who are English Language Learners. Stresses the importance of providing IPs with job-relevant training, field practice, and team-building experiences with professional personnel.

ERIC Accession Number: EJ550634

Transition: The Role Of The Paraprofessional

Module Seven. Facilitator’s Edition [and] Student’s Edition
Strategies for Paraprofessionals Who Support Individuals with Disabilities Series
Krawetz, Nancy, Comp.
Hutchinson Technical Coll., MN.; Minnesota State Board of Technical Colleges, St. Paul.; Minnesota State Dept. of Education, St. Paul.; Minnesota Univ., Minneapolis. Inst. on Community Integration, 1995
University of Minnesota, The Institute on Community Integration (UAP), 150 Pillsbury Drive, S.E., Minneapolis, MN 55455 ($25 facilitator edition; $15 student edition), 363 p.; For other modules, see EC 304 986-991.

The seventh in a series of federally supported modules for training paraprofessional school personnel working with students with disabilities, this module presents information on assisting individuals with disabilities in their transition from school to adult life. Both a facilitator’s edition and a student’s edition are provided. Chapter 1 discusses transition and the transition team. Chapter 2 provides information on interagency collaboration. The roles and responsibilities of paraprofessionals are examined in Chapter 3. Chapter 4 presents effective communication and problem-solving strategies. Student assessment and goal setting are discussed in Chapter 5. Chapter 6 focuses on student and family involvement in transition planning. Chapter 7 explores the transition to employment. Choosing a home living arrangement and supporting students as they learn home living skills are reviewed in Chapter 8. Chapter 9 explores the transition to post-secondary education. Chapters 10 and 11 discuss fostering community involvement and planning for recreation and leisure options. Five appendices provide additional information on the Individualized Education Plan, disability-related legislation, transition assessment, personal futures planning, and transition resources. The facilitator’s edition offers learning activities and information sheets to be used as transparencies. (Contains 14 references.)

ERIC Accession Number: ED398700

A University-School District Collaborative Project For Preparing Paraprofessionals To Become Special Educators

Epanchin, Betty C.; Wooley-Brown, Cathy
Teacher Education and Special Education; v16 n2 p110-23 Spring 1993

This paper describes a collaborative project of Polk County (Florida) public schools and the University of South Florida, which prepares paraprofessionals to become special education teachers. Successful implementation of the project has required overcoming histories of mistrust, establishing an agenda that addresses mutual needs, clarifying roles and responsibilities, and developing mechanisms for accomplishing the work..

ERIC Accession Number: EJ472692

Utilization And Training Of Speech-Language Pathology Support Personnel To Enhance Services For Preschool Children

Pillow, Gary L.
Ed.D. Practicum, Nova Southeastern University, 1996, 28 pp.

This practicum involved the development and delivery of a three semester hour community college course for five speech-language pathology (SLP) support personnel assisting in a preschool setting. The practicum addressed the specific problem that support personnel did not demonstrate independent and effective instructional strategies when implementing the speech-language pathologist’s plan. The course was designed to provide an overview from all areas of study recommended for a full SLP assistant curriculum. Topics covered included sign language; the manual alphabet; principles of linguistic phonetics; the three systems of speech production (respiratory, laryngeal, and supralaryngeal); the phonetic alphabet; anatomy and physiology of the speech mechanism and the auditory system; normal stages of language acquisition; child speech and language disorders; principles of phonology; types of augmentative and alternative communication devices and programs; clinical methods in speech pathology; basic principles of audiology; aural rehabilitation techniques; and central auditory processing disorders. Evaluation suggested that the support personnel demonstrated an understanding of the phonetic alphabet, improved understanding of the professional vocabulary used by the speech-language pathologists, a beginning sign language proficiency, and basic knowledge of speech-language and hearing services. Appendices include the evaluation survey and a listing of topics covered in the course. (Contains 12 references.)

ERIC Accession Number: ED401664

Validating The Student’s Culture In The Classroom

Facilitator’s Manual with Video

Intercultural Development Research Association, 5835 Callaghan Road, Suite 350, Suite, San Antonio, TX 78228; (210) 684-8180; $8.50 for manual; $49.50 for video

Material focuses on valuing each studentâs cultural diversity. Recognizes that program effectiveness will be enhanced with an increased parental involvement. Much emphasis is placed on the family and school relationship. Shows that the self-esteem of the students will increase as the educators become aware of culturally diverse needs.