The article “Professional Development Pilot Program for Paraprofessionals in a Special Education Setting: A Qualitative Exploration of Their Experiences” by Keisha McCoy and Chana S. Max examines the impact of targeted professional development on paraprofessionals working in self-contained special education classrooms. Drawing on qualitative data from 43 paraprofessionals before and after a year-long training series, the study identifies two key themes: (1) the critical need for paraprofessional-specific training, and (2) the value of providing paraprofessionals with access to the same professional development opportunities as teachers. The findings underscore that paraprofessionals often begin the school year underprepared, particularly in the areas of collaboration, behaviour management, and individualized instruction, but report increased confidence and competence following structured, consistent training. The study calls for systemic changes in how paraprofessionals are supported and trained to ensure better outcomes for students with disabilities.
Reflection for FASD Instructional Coaches:
This study highlights the value of providing consistent, aligned training for all members of the classroom team, including paraprofessionals. For FASD Instructional Coaches, it reinforces the importance of ensuring that strategies, language, and supports are shared across roles to promote cohesive and effective practice. When paraprofessionals have access to the same professional learning as teachers, they are better positioned to support students with FASD in both academic and behavioral domains. This alignment can strengthen collaboration and contribute to more consistent support for students.