Improving paraprofessionals practices in general education classrooms: An action research

Purpose: The aim of this study is to reveal the current situation regarding the implementation of a paraprofessional in a general education classroom, and to examine the improvement process of paraprofessional practices by planning, implementing, and evaluating in the context of the needs of both the paraprofessional and the student with special needs. Method: This study is an action research aiming to identify the situation of a paraprofessional in a general education classroom, following the stages of situation analysis and implementation. The research was conducted with the participation of a paraprofessional working with a female student diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) in the fourth grade of a primary school in Istanbul. Data were collected through semi-structured interviews, unstructured observations, and the researcher's journal, and were analyzed using content analysis. Results: According to the data obtained during the situation analysis phase, the paraprofessional lacked adequate knowledge and awareness regarding her role in the classroom. In addition, she needed support in implementing appropriate evidence-based practices to improve the classroom behavior of the student with special needs and in individualizing instruction for the student. Based on these findings, improvement actions were carried out over a period of seventeen weeks. Within this scope, physical arrangements were made by the paraprofessional, the student's on-task behavior increased, appropriate behaviors were reinforced, and instructional adaptations were implemented. Conclusion and Suggestions: The paraprofessional was made aware of her roles and responsibilities. Positive outcomes were obtained from the practices carried out to help her manage the behaviors of the student with special educational needs in the classroom and to individualize instruction for the student. Based on the findings, it is recommended that paraprofessionals receive necessary training related to special education before starting work in inclusive settings, and that arrangements be made to ensure they benefit from supervision processes after starting their roles, in order to eliminate inappropriate practices and enhance their effectiveness. Keywords: Paraprofessional, Inclusion/integration, Action research