Date of Conferral

5-2-2025

Date of Award

May 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Tammy Hoffman

Abstract

Paraprofessionals who work with students with disabilities in K-12 settings play a significant role in implementing assistive technology (AT); however, inefficient training often limits their ability to implement AT effectively. This training gap hinders inclusive education and equitable access for students with disabilities and may negatively impact their academic outcomes and independence. The purpose of this basic qualitative study was to explore the training needs and support requirements of special education paraprofessionals regarding AT in school districts within a South-Central U.S. state. Guided by the technological pedagogical content knowledge (TPACK) framework, which describes the knowledge educators need to effectively integrate technology into instruction, data were collected through semistructured interviews with 10 paraprofessionals purposely selected based on their experience supporting students with disabilities using AT. Thematic analysis, facilitated by NVivo software and guided by open coding, revealed limited formal training, a lack of hands-on practice, and inconsistent access to support. Factors affecting training effectiveness included misalignment with job duties, lack of ongoing professional development, and challenges adapting to evolving tools. Participants recommended case-based learning, mentorship, and standardized training protocols to enhance AT training programs. Implications for positive social change can inform better training for paraprofessionals to support students with disabilities, which can lead to stronger educational outcomes, greater student independence, and more inclusive classrooms.

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