Preparation and Support for One-to-One Paraprofessionals

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 2
  In Roundtable Session: Collaborative Approaches for Inclusive Education

Abstract

Research has focused on methods to support, train, and prepare one-to-one paraprofessionals from perspectives of administrators and teachers. This quantitative study extended research by investigating perspectives of one-to-one paraprofessionals on preparation, support and communication. These variables were investigated using 20 statements on a Likert-scale survey. Demographic information of participants was surveyed as well. A convenience sample of 50 participants was reached. Pearson’s correlation coefficients were determined for each Likert-scale statement variable to measure the strength of their associations. After a strong association was determined, composite scores for each variable measuring each hypothesis were created. A multiple linear regression analysis was run for each research question. Results from these analyses created highly statistically significant models (p(F)<.05). indicating that perceived preparation, support, and communication all contribute significantly to the overall role of one-to-one paraprofessionals working in public schools in Long Island, New York. Averaged perceived support has the most influence on averaged perceived preparation (β=.40). This information will help administrators prioritize preparation and supports for one-to-one paraprofessionals working in public schools in Long Island, New York.

Authors

• Amanda Agurkis, Long Island University - C.W. Post Campus

• Lynn E. Cohen, Long Island University - C.W. Post Campus