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.
The number of paraprofessionals varies at similarly sized districts Overview of students and paraprofessionals at profiled districts District NameStudent PopulationPercentage of Students with IEPsNumber of ParaprofessionalsDistrict A16,70013%400District B15,800 16%125District C14,100 10%130District D15,400 11%< 300District E15,900 12%< 250Further, the percentage of students with individualized education programs (IEPs) who receive paraprofessional support also varies at profiled districts. Contacts at District C state that approximately 10 percent of students with IEPs receive 1:1 or 2:1 student-to-paraprofessional support. In contrast, at District A, contacts report that approximately 50 percent of students with IEPs receive some level of paraprofessional support.
Explore alternative supports before assigning paraprofessionalsAt District C, District D, and District E, administrators assign paraprofessional…