Rethinking Paraprofessional Support

Paraprofessionals play a crucial role in supporting students with special education services or 504 plans. They provide essential assistance, enabling students who genuinely require physical support to access educational opportunities that would otherwise be inaccessible (Giangreco, Suter, & Doyle, 2010). However, the frequent reliance on paraprofessionals to address academic deficits raises important questions about long-term student independence and skill development.

Determining Genuine Need
When deciding if paraprofessional support is necessary, schools must establish clear evidence and justification. According to the Individuals with Disabilities Education Act (IDEA, 2004), paraprofessional services should be provided when a student’s disability explicitly prevents them from accessing education without such assistance. For example, a student with significant physical impairments may require a paraprofessional to help navigate the classroom or operate specialized equipment.

However, many students receive paraprofessional support for deficits in skills such as writing or note-taking, even though these supports can inadvertently hinder the student’s skill acquisition (Giangreco et al., 2010). In such cases, paraprofessional assistance might alleviate short-term academic challenges but could negatively impact the student's long-term academic independence.

The Consequences of Overuse
Over-reliance on paraprofessionals in academic contexts can limit students’ opportunities to practice and develop essential skills. Research indicates that students who excessively depend on paraprofessionals can become passive learners, often experiencing diminished peer interactions and decreased autonomy (Giangreco, Edelman, Luiselli, & MacFarland, 1997).

Statistics highlight this concern clearly: in a study examining paraprofessional support, approximately 40% of special education students who consistently received paraprofessional assistance displayed fewer independent problem-solving skills and decreased self-advocacy compared to peers with less frequent paraprofessional interventions (Giangreco, Broer, & Edelman, 2002).

Real-World Alternatives
To foster independence while still addressing skill deficits, schools should consider alternative strategies that promote skill acquisition:

• Assistive Technology: Tools such as speech-to-text software and audio-recording devices can support students in developing writing and note-taking skills independently (Bouck, Maeda, & Flanagan, 2012).

• Structured Peer Tutoring: Pairing students strategically with peers can foster social connections and academic growth, allowing them to practice necessary skills without adult over-intervention (Bowman-Perrott et al., 2013).

• Explicit Skill Instruction: Implementing targeted interventions that directly teach the needed skills, combined with guided practice, provides students with strategies they can independently apply in real-world situations (Archer & Hughes, 2011).

Conclusion
Paraprofessionals are indispensable when appropriately utilized. Schools must thoughtfully balance the provision of support to ensure students develop critical life skills necessary for genuine independence. By exploring alternatives that encourage autonomy, educators empower students to succeed academically and beyond the classroom.

In solidarity,

The Merchant Ship Collective

References

Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.

Bouck, E. C., Maeda, Y., & Flanagan, S. M. (2012). Assistive technology and students with high-incidence disabilities: Understanding the relationship through NLTS2. Remedial and Special Education, 33(5), 298–308. https://doi.org/10.1177/0741932511401037

Bowman-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School Psychology Review, 42(1), 39–55. https://doi.org/10.1080/02796015.2013.12087490

Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2002). "That was then, this is now!" Paraprofessional supports for students with disabilities in general education classrooms. Exceptionality, 10(1), 47–64. https://doi.org/10.1207/S15327035EX1001_4

Giangreco, M. F., Edelman, S. W., Luiselli, T. E., & MacFarland, S. Z. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64(1), 7–18. https://doi.org/10.1177/001440299706400101

Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation, 20(1), 41–57. https://doi.org/10.1080/10474410903535356

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).