Special Education

Paraeducators provide essential support to students with disabilities in special education settings and inclusive classrooms across the United States. The most recent data from the National Center for Education Statistics (NCES) indicate there were 883,071 instructional aids (i.e., paraeducators) in the United States. (NCES, 2021). Compared to teachers, the need for paraeducators is growing at an even faster rate. Since 2000, the annual growth rate for teachers is 0.46% compared to 1.98% for paraeducators (NCES, 2021). Preparing current paraeducators to become special education teachers could help address the special education teacher shortage. Paraeducators may be an especially good fit because:

• Strong Community Connections: Many paraeducators have strong connections to the community in which they serve. These connections are especially important for to racially, linguistically, and ethnically diverse communities, as paraeducators across the United States are more racially and ethnically diverse than the teacher workforce (Bisht et al., 2021; Morrison & Lightner 2017)

• Knowledge of Special Education: Through their work in schools, paraeducators also have first-hand understanding of school policy and procedures. As limited previous experiences in schools are associated with levels of special education teacher attrition (Billingsley & Bettini, 2019), paraeducators are especially well-suited for the transition to service as the teacher of record. 

• Career Interests and Job Benefits: Connally et al. (2017) described why paraeducators, especially those from culturally diverse backgrounds, may want to make the transition to become certified special education teachers. Primary reasons include enjoyment of working with children and youth, monetary benefits, and career status. 
  Unfortunately, paraeducators face a variety of barriers in obtaining teacher certification, including a lack of specific academic credentials required to teach, licensure and student teaching rules, difficulty getting reliable information, low pay (students regularly work multiple jobs), and high tuition costs (Connally et al., 2017). The University of Idaho recently received federal funding (OSEP 325k) to develop Idaho’s Model Paraeducators Advancing to Certified Teacher (IMPACT). More information about the program can be found here, or by contacting Andrew Scheef.

Billingsley, B., & Bettini, E. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697-744.
Bisht, B., LeClair, Z., Loeb, S., & Sun, M. (2021). Paraeducators: Growth, Diversity and a Dearth of Professional Supports. EdWorkingPaper No. 21-490. Annenberg Institute for School Reform at Brown University.
Connally, K., Garcia, A., Cook, S., & Williams, C. P. (2017). Teacher talent untapped: Multilingual paraprofessionals speak about the barriers to entering the profession. New America. https://na-production.s3.amazonaws.com/documents/Teacher-Talent-Untapped.pdf
Morrison, J., & Lightner, L. (2017). Putting paraeducators on the path to teacher certification. Phi Delta Kappan, 98(8), 43-47.
National Center for Education Statistics. (2021). Digest of education statistics. https://nces.ed.gov/programs/digest/d21/tables/dt21_213.10.asp

Many high school students with intellectual and developmental disabilities (IDD) learn in inclusive classrooms alongside their peers. However, when high school finishes and many peers transition to college or university, students with IDD may not have opportunities to follow this same path to higher education. Like their peers, students with IDD may need additional schooling to help achieve employment goals. 

To address this inequity, many colleges and universities across the United States have developed inclusive postsecondary education programs to serve students with IDD. These are typically not degree-granting offerings, but provide students opportunities to develop employment and community skills while learning alongside their peers in college or university courses. Although the programming may look somewhat different, they are at college to pave a pathway to employment (much like their peers). 

Those interested in learning more about inclusive post-secondary education should explore resources at Think College. They serve as the national coordinating center for inclusive postsecondary education programs and have resources for students, families, teachers, and those interested in promoting the idea that students with IDD can attend college. 

Vandal QUEST (Quality University Experiences to Support Transition) is an inclusive postsecondary program at the University of Idaho. Students in QUEST enroll in university courses, participate in campus activities, develop individualized skills, and engage in a variety of work experiences. Another key component involves our partnership with Peer Mentors, who are traditionally-enrolled students at the University of Idaho. Our teacher education students have opportunities to engage with our Vandal QUEST students; it is an experience that benefits everyone. 

To learn more about inclusive postsecondary education, watch these videos:

Think College: https://youtu.be/SV84JbNTKyI?si=2a2qooKNa7vR0aCd

Vandal QUEST: https://www.youtube.com/watch?v=oPE5CoTFeS0

Universal Design for Learning (UDL) serves as a cornerstone of effective instructional design, ensuring that all students—especially those with disabilities—have fair access to meaningful learning experiences. One of the faculty in the Special Education Program, EHHS Curriculum and Instruction Department Chair, Aleksandra Hollingshead’s research emphasizes the critical role of student engagement as a foundation for learning, advocating for multiple means of engagement, representation, and expression to meet varied learner needs. Special education teachers, as well as elementary and secondary educators, benefit from a UDL-informed approach that fosters welcoming classrooms where students can actively participate and demonstrate their knowledge in ways that align with their strengths. By integrating UDL principles, educators create flexible learning environments that support varied abilities, leading to improved outcomes for all students, particularly those with complex learning needs.

This commitment to UDL is deeply embedded in our Master’s in Special Education program, preparing educators to design and implement instruction that is both welcoming and effective. Through coursework and applied learning opportunities, teacher candidates explore strategies for fostering student engagement, ensuring that instruction is accessible and responsive to varied learners. The program emphasizes evidence-based interventions and equips future educators with the tools to adapt instruction in both special education and general education settings. By embedding UDL across our curriculum, we cultivate a new generation of educators who are not only skilled in supporting students with disabilities but also leaders in creating fair, engaging learning experiences for all learners.