The aim of this research study was to explore the perceptions of educational support professionals (ESPs) of available training opportunities when working with students diagnosed with severe disabilities. ESPs work with students in both general and special education settings, encompassing a large number of educational employees. Data collection centered around the effectiveness of past and ongoing training ESPs received through their positions at a small private school serving a severe special education population. The study examined the phenomenon based on interviews with 12 ESPs within their first five years working at the school, to determine common themes in relation to held perceptions. This research is important because the data could assist in identifying gaps in available training opportunities while providing guidance to educational leaders. It was found that participants described themes in regards to both training content and format, including content and student-focused opportunities that were hands-on and conducted in small group settings. Understanding the training needs and self-identified positive training formats is critical to strong preparation and training for all educational employees.
Key Words: Educational Support Professionals, Professional Development, Training, Special Education.
|Commitee:||Celli, Lynne, Young, Nicholas|
|Department:||Educational Leadership, Pre-K to 12|
|School Location:||United States -- Massachusetts|
|Source:||DAI 81/11(E), Dissertation Abstracts International|
|Keywords:||Educational support Professionals, Professional development, Special education, Training|
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