Exploring the Working Relationship of Teachers and Instructional Assistants

• In Event: Division K Section 7 Poster

Abstract

The collaborative work of special education paraeducators and special education teachers (SETs) has unique characteristics and a critical effect on the quality of the educational work. SETs are expected to supervise their paraeducators, but often report not having sufficient training, resources, and availability to the task. In this phenomenological qualitative study, I explore the relationship between novice SETs and paraeducators through teachers’ words in semi-structured interviews. Participants work in a large urban school district that serves diverse population. Teachers shared their experiences working with paraeducators, as well as the lack of support sources. Additional aspect discussed in this work is teachers who previously worked as paraeducators, and their description of the transition to teaching.

Authors

• Maya Evashkovsky, University of California - Los Angeles

• Anna V. Osipova, University of California - Los Angeles