Best Practices for Middle School Teachers working with Special Education Paraeducators: A Training Manual

Across the country, classrooms have increased in diversity, including those students who require individualized supports, regardless of the setting. As a result, paraeducators are designated by legislative mandates to assist teachers provide differentiated instruction in the student’s Least Restrictive Environment (LRE). Based on research findings, general education teachers lack training, knowledge, skills, preparation, or become uncertain to direct the work of special education paraeducators (Wallace, Shin, Bartholomay & Stahl, 2001; Brenton, 2010; Giangreco et al., 2010; Riggs & Mueller 2001). Paraeducators who are underutilized, misused, or receive limited training may be working without the quality supervision and direction of the teacher, which jeopardizes the effective delivery of services and is inconsistent with federal law mandates (French, 2001). In order to address the growing gap, a training manual was developed to equip teachers with skills to manage collaborative best practices, knowledge, and strategies to guide their role of managing paraeducators for delivering effective educational services. The training manual adds value to special education, general education, and provides teachers fundamental skills to efficiently work with special education paraeducators.