Paraeducators are increasingly involved in the education of students with disabilities. In order for paraeducators to properly work with this population, they must have adequate and ongoing training. Research has shown that paraeducators do not receive appropriate training in order to work with students with disabilities. The purpose of this study is to investigate the self-perceived knowledge of paraeducators working in special education and their level of training need. The study examines paraeducators' work environment, responsibilities, knowledge based on the Utah Standards for Paraeducators and perceived training needs. Ninety-five special education paraeducators working in a large, suburban school district in the intermountain west participated in a survey. The results of this research suggest that paraeducators desire training in areas of their assigned duties. Overall, they feel confident in their abilities but are open to learning more. This study suggests that there is not enough training for paraeducators who generally work with the most at-risk population in the school.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Buynak, Mary E., "Paraeducators' Perceptions of Their Responsibilities Based on the Utah Standards" (2014). Theses and Dissertations. 4359.
paraeducator, special education standards, Utah