Maximizing the Paraprofessional Role

Research literature demonstrates that an over-dependence on paraprofessionals may negatively impact students’ growth, both socially and academically. For example, in a general education classroom, when a teacher seats a student with special needs on the periphery of the classroom with a paraprofessional next to them, the student may experience inadequate peer interactions. Contacts at profiled districts emphasize that paraprofessionals may inadvertently create restrictive environments in which students consistently rely on an adult for academic or socialization support.

This report profiles paraprofessional service delivery models from high-performing districts that enroll between 14,000 and 17,000 students and promote some level of inclusion for students with special needs. The report provides guidance on how to structure the paraprofessional role and responsibilities to effectively serve students with special needs and ultimately build their capacity to function independently in the school environment.