Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Teacher-paraeducator relationships in special education classrooms
Abstract
Three instructional teams composed of a teacher and paraeducator serving elementary students with disabilities were observed and interviewed to generate case studies describing their relationships. The teachers were trained to work with students with mild or moderate disabilities, but had no undergraduate training in the supervision of paraeducators; one teacher later completed a graduate class in the subject. The paraeducators received no formal training prior to beginning their employment to prepare them for job duties. Verbal interactions between the teacher and paraeducator were recorded on three occasions, resulting in a total of 12 to 14 hours of observation at each site. Between the second and third observation, each team member was interviewed using a protocol of questions, as well as other probes designed to explore areas of interaction emerging from the analysis of data derived from the first two observations. The final observation was conducted to gather additional data and provide an opportunity to focus on behaviors associated with remarks made by the participants during interviews. Analysis of transcripts from the interview conducted with each team member revealed a broad range of themes including teacher expectations and planning practices, communication techniques, and conflicts and disagreements. Four common interaction themes were identified throughout the observations of all three teams: giving student information, seeking information, giving general information, and affirmation/agreement. Based on these interview and observation themes, a framework of five interaction domains was developed. These domains included discussion of classroom events and concerns, communication of job duties, freedom to ask questions, demonstration of respect and trust, and discussion of conflicts. The teachers and paraeducators who participated in this study demonstrated a variety of skills that allowed them to interact with their instructional teammate. A structured program designed to train individuals to utilize appropriate interaction skills would be a means to help ensure effective team interactions. The development of training activities based on interaction skills related to each of the five domains that emerged from this study would help accomplish this goal.
Subject Area
Special education|Teacher education|Educational sociology
Recommended Citation
McClain, Carol Hadfield, "Teacher-paraeducator relationships in special education classrooms" (1993). ETD collection for University of Nebraska-Lincoln. AAI9415982.
https://digitalcommons.unl.edu/dissertations/AAI9415982