The Competencies, Roles, Supervision, and Training Needs of Paraeducators Working with Students with Visual Impairments in Local and Residential Schools

Abstract

Paraeducators who were employed by local school districts and residential schools for students with visual impairments were surveyed to determine if there are differences in their roles, training needs, and perceptions of supervisors’ competencies. The paraeducators in local schools reported more training, the provision of less direct service, and greater supervision by more competent teachers of students with visual impairments than did their residential school counterparts.