Supporting and Empowering Instructional Assistants in Special Education

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September 2025

Learning Objectives

Participants will be able to:

• Describe the essential roles and contributions of instructional assistants in special education settings.
• Identify effective supports, training, and coaching strategies that empower paraprofessionals.
• Develop plans to include paraprofessionals in school-based teams and curriculum training.
• Recognize the importance of career pathways for paraprofessionals who wish to become teachers.
• Access, high-quality resources to build paraprofessional knowledge and skills.

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Disclaimer

These materials constitute the Oregon Department of Education’s interpretation of various state laws and are provided to support public education programs’ understanding of their obligations under these laws. The information in these materials is subject to change based on future legal and policy changes. These materials are intended for informational purposes only and do not constitute legal advice.

Oregon Department of Education

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Introduction

Instructional Assistants (IA), often called paraprofessionals or paraeducators, play an important role in supporting students with special education services throughout learning environments. Supporting these staff with the right training and resources is essential for student success in both behavior and academics. This presentation is intended to provide an overview of the essential skills needed for the role of IAs, and to help you plan and consider how to plan for effective training and support for these staff.

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Why Instructional Assistants Matter

• Paraprofessionals are critical in delivering services and supports in special education.
• They often spend the most day-to-day contact with students.
• They support academic, behavioral, and self-care needs across settings.
• Paraprofessional perspectives are an important part of the story when developing supports for students.

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Areas to Consider

• Behavior Management: Equip instructional assistants with training in evidence-based behavior management strategies, such as Positive Behavior Interventions and Supports (PBIS), or specific techniques like using visuals, social stories, and token boards.
• IEPs and Behavior Intervention Plans (BIPs): Train instructional assistants to understand and implement Individualized Education Programs (IEPs) and Behavior Intervention Plans (BIPs), including how to collect data and document student progress.
• Instructional Strategies: Offer training on differentiated instruction, scaffolding, visual aids, and other effective strategies for diverse learners according to Parallel Learning.
• Assistive Technology: Provide training on using various assistive technologies like text-to-speech, communication devices, or specialized software, says The George Washington University.

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Common Roles of Instructional Assistants

• Supporting IEP implementation�
• Providing behavioral support and reinforcement�
• Assisting with data collection�
• Supporting communication needs�
• Promoting student independence�
• Aiding with transitions and access to general education

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Barriers Encountered by Instructional Assistants

• Inconsistent training
• Lack of clarity on roles and expectations
• Minimal inclusion in planning meetings
• Limited recognition or professional respect
• Burnout from high-stress responsibilities

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Essential Supports Paraprofessionals Need

• Clear job expectations and responsibilities
• Regular, relevant training
• Coaching and feedback
• Access to student plans (IEPs, behavior plans)
• Scheduled communication with case managers and teachers
• Respect and recognition

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Building Effective Teams

• Define roles within the IEP team.
• Foster collaborative relationships with teachers and specialists.
• Encourage paraprofessionals to share insights and observations.
• Include paraprofessionals in team meetings when appropriate.

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The Building Administrator’s Role in Support of Paraprofessionals

• Set clear expectations and communication structures.
• Provide time and systems for team meetings.
• Ensure ongoing professional development.
• Include paras in staff events and PD days.
• Recognize their contributions publicly.
• Do your best to eliminate real or perceived hierarchy among all staff in your school.

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Teacher’s Role in Support

• Clarify daily roles and tasks.
• Share behavior plans, visuals, and strategies.
• Model appropriate interactions with students.
• Schedule regular check-ins (e.g., weekly).
• Offer positive feedback and appreciation.

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Training and Coaching Topics That Matter

• Behavior intervention and de-escalation
• Disability awareness and inclusive practices
• Data collection methods
• Communication supports (AAC, visuals)
• Equity and trauma-informed practices
• Person 1st language
• Self-care

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Fostering a Sense of Belonging

• Include paraprofessionals in team lunches, celebrations, and staff meetings.
• Create opportunities for recognition (e.g., Para of the Month).
• Solicit their feedback during planning.
• Ensure access to break rooms, school-wide resources.

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Case Study – “Ms. Torres’ Team”

Background: Self-contained classroom with 2 paras

Challenge: Limited communication, high turnover

Solution: Weekly 15-minute para huddle, monthly PD, team lunch once/month

Result: Greater role clarity, better student outcomes, paras felt valued

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Action Planning for Your School

• How are paras currently supported in your schools?�
• Are paraprofessionals included in ALL staff meetings?�
• What is one way to celebrate or include paras more meaningfully?

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Include Paraprofessionals on Teams That Make Decisions

Why It Matters:

• Unique Perspective: Paraprofessionals often observe student behavior, needs, and responses across settings that other staff do not see.
• Increased Buy-In: Involving paraprofessionals in decisions increases their investment in implementation and outcomes.
• Improved Communication: Team involvement ensures paras are informed early and accurately—reducing confusion or mixed messages.
• Equity and Respect: Inclusion sends a strong message that their voices and expertise are valued as part of the professional team.
• Better Outcomes for Students: When paraprofessionals are engaged and aligned with team decisions, supports are more consistent and effective.

Examples of Teams to Include Paraprofessionals On:

• Behavior support (Tiers II and III), MTSS/RTI, Site Council, and school climate teams

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Include Paraprofessionals in Curriculum and Instructional Training

Why This Is Essential:

• Consistency Matters
• Improved Fidelity
• Confidence and Clarity
• Empowerment Through Knowledge
• Include Paraprofessionals In Trainings About:
• New curriculum adoptions (ELA, math, etc.)
• Intervention programs (reading groups, behavior supports)
• Technology platforms (e.g., online learning tools, data systems)
• Schoolwide instructional frameworks (e.g., UDL, MTSS, SEL programs)

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Growing Your Own: Supporting Paraprofessionals on the Path to Teaching

Why This Investment Matters:

• Built-In Experience: Paraprofessionals already know the school, students, and community—making them ideal future teachers.
• Retention and Stability: Supporting their professional growth builds loyalty and reduces turnover in both para and teacher roles.
• Culturally Responsive Staffing: Many paras come from the same communities as students, which enhances representation and relationships.
• Workforce Development: Creating clear pathways from paraprofessional to teacher can address shortages in special education and hard-to-fill roles.�

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Growing Your Own: Supporting Paraprofessionals on the Path to Teaching Continued

Ways to Support Paraprofessionals Becoming Teachers:

• Share local “para-to-teacher” credential programs (e.g., teacher residencies, community college pathways).
• Offer flexible scheduling or duties to support evening classes or student teaching.
• Provide mentoring and coaching aligned with their career goals.
• Celebrate and recognize paras pursuing education degrees.

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Mentorship and Coaching

• Peer Mentoring: Pairing new or less experienced instructional assistants with seasoned colleagues fosters a culture of support and allows for the sharing of insights and best practices.
• Teacher Guidance and Feedback: Research results suggests that the provision of coaching and feedback during short, typically-occurring instructional sessions, can be effective for improving paraprofessionals’ use of effective instructional practices. Cited Study

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Case Management and Collaboration

Open Communication: Foster an environment where instructional assistants feel comfortable asking questions, sharing concerns, and offering suggestions.

Team Approach: Promote collaboration among teachers, instructional assistants, related service providers (e.g., therapists), and families to ensure a cohesive and consistent approach to supporting the student.

Regular Meetings: Schedule regular meetings or quick check-ins to discuss student progress, address challenges, and adjust strategies as needed.

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Supporting Paraprofessional to Feel Validated

• Acknowledge Challenges: Recognize that working in special education can be emotionally demanding and provide emotional support when needed.
• Foster a Positive Culture: Encourage a positive and supportive culture where instructional assistants feel valued and appreciated for their hard work and dedication.

By implementing these strategies, schools and teachers can effectively support their special education instructional assistants, empowering them to make a significant difference in the academic and behavioral success of students with special needs.

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Additional Resources for Supporting Paraprofessionals

Online Resources for Paraprofessionals:

🔹 IRIS Center Modules – Vanderbilt University

🔹 PBIS.org – Paraprofessional Tools

🔹 Council for Exceptional Children (CEC) Paraeducator Resources

🔹 NCII – Data Collection and Intervention Resources

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ODE.SpecialEducationQuestions@ode.oregon.gov (general support)

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Feedback Survey

Please take a few minutes to complete this anonymous survey using the following link or QR Code.

Survey Link

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Oregon Department of Education

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