PERCEPTION OF SPECIAL EDUCATION ADMINISTRATORS ON THE USE OF PARAPROFESSIONALS IN THE EDUCATION OF STUDENTS WITH DISABILITIES IN A SELECTED SCHOOL IN EDO STATE

ABSTRACT

This study examined the The Perception of Special Education Administrators on the Use of Paraprofessionals in The Education of Students with Disabilities in Benin Metropolis. To guide this study, four research questions were raised and survey research design was adopted. The population of the study consists of 258 Special education Teachers in Egor Local Government. The sample consisted of 30 respondents purposely selected from a special school in Egor LGA. The research instrument was validated by the researcher’s supervisor and two experts in the department of educational evaluation and counselling psychology. The internal consistency of the research instrument was done through Cronbach Alpha, which showed a Cronbach Coefficient of average of 0.77. The data obtained were analyzed using mean and standard deviation, reporting was done using a mean criterion of 2.50. Findings revealed that Special education teachers demonstrated a positive intention towards paraprofessionals, recognizing their potential to support students with disabilities in various capacities within the classroom; also, there is a consensus among administrators on the necessity of training for paraprofessionals to effectively address the diverse needs of disabled students while complementing the roles of class teachers. In terms of current practices, administrators acknowledge the dual role assumed by special teachers but reject negative statements suggesting the blurred presence of paraprofessionals, financial constraints hindering recruitment efforts, and the absence of training provisions. Moreover, there is a rejection of the notion that special educators are unaware of the importance of paraprofessionals. The study therefore recommended that Class Teachers should collaborate closely with paraprofessionals to develop and implement individualized education plans (IEPs) for students with disabilities, ensuring that their unique needs are addressed effectively; Paraprofessionals should take advantage of training opportunities to enhance your knowledge and skills in supporting students with disabilities, and actively seek out resources and support to address areas of need.