Paraeducator Handbook

Why professional development programs for paraeducators?

Student achievement depends on rigorous standards and a knowledgeable education team. To have high standards for students, there must be high standards for the staff that works with them. It is particularly important that paraeducators receive the training necessary not only to assist in ongoing programs, but also to become knowledgeable about their responsibilities and rights.

Like all other career educators, paraeducators need the support of a hold-harmless program that recognizes their qualifications—prior experience and training—and assures their ongoing training.

IDEA ‘97 mandates training for paraeducators working with students with special needs, and it requires that states make appropriate arrangements to provide that training. NEA believes that all paraeducators must have opportunities for professional development, and some states and school districts, acknowledging the importance of professional development for all, have built training into their standards for paraeducators. It is important to remember that in states where on-going training is part of an authorization program for paraeducators, no matter how the training is offered, it must be appropriately documented.

There are many ways paraeducators can grow in their professions. In-service training is just one way to assure them opportunities to continue their professional development. Other paths to proficiency are offered by university programs and those of community and technical colleges; by business, professional, and community organizations; by national, state, and local associations; and by private vendors.

What are the current laws and policies regarding paraeducators?

The Individuals with Disabilities Education Act ( IDEA ‘97), the federal legislation that assures every child an equal opportunity for an appropriate education, was re-authorized in July 1997. Originally known as Public Law 94-142, the Education for All Handicapped Children's Act, IDEA ‘97 refers to paraprofessionals in education for the first time. One of the major sections of the legislation that impacts paraeducators is the requirement for states to define appropriate training and supervision under Paragraph 300.136 Personnel Standards.

IDEA ‘97, Part B

Under Part B of the Act, a state may allow paraeducators and assistants who are appropriately trained and supervised in accordance with state law, regulations, or written policy to assist in the provision of special education and related services to children with disabilities.

Paragraph 300.381 Adequate supply of qualified personnel

Each state must present an analysis of state and local needs for professional development for personnel serving children with disabilities. The statement of needs must include at a minimum the number of personnel providing special education and related services and relevant information on current and anticipated personnel vacancies and shortages, including the number of individuals with temporary certification. The amount of certification or retraining necessary to eliminate personnel shortages must be stated, based on existing assessments of personal needs.

Paragraph 300.382 Improvement strategies

This paragraph requires that states show how they plan to meet preservice and in-service needs of paraprofessionals. Each state must describe the strategies it will use to address the needs identified under Paragraph 300.381. These strategies must include a plan for addressing the identified needs for in-service and preservice preparation to ensure that all personnel who work with children with disabilities (including both professional and paraprofessional personnel who provide special education, related services, or early intervention services) have the skills and knowledge necessary to meet the needs of children with disabilities.

State rules for provision of special education

To quality for federal special education funding, states must develop rules consistent with IDEA Special Education funding. Since IDEA does not prescribe what those regulations will include, each state may define “appropriately trained and supervised” to meet its own requirements.

Local school district responsibilities

Local school districts must then meet the requirements the state develops regarding appropriate training and supervision. Local professional associations and unions will need to include in their collective bargaining issues concerning the implementation of local requirements that affect paraeducators. Particularly important in this process will be the inclusion of professional development programs for paraeducators.

To "Collective bargaining issues for paraeducator programs"