@article{ART003122927},
author={Koh, Euseok and Jiyeon Park},
title={Perceptions of Inclusive Classroom Teachers, Special Education Teachers, Parents, and Special Education Paraprofessionals of the Necessary Traits and Job Competencies Related to Inclusive Education Support that are Required of Special Education Paraprofessionals},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2024},
volume={25},
number={3},
pages={105-129}
TY - JOUR
AU - Koh, Euseok
AU - Jiyeon Park
TI - Perceptions of Inclusive Classroom Teachers, Special Education Teachers, Parents, and Special Education Paraprofessionals of the Necessary Traits and Job Competencies Related to Inclusive Education Support that are Required of Special Education Paraprofessionals
JO - Journal of Special Education: Theory and Practice
PY - 2024
VL - 25
IS - 3
PB - Research Institute of the Korea Special Education
SP - 105
EP - 129
SN - 1598-060X
AB - [Purpose] The purpose of this research was to examine the traits and job competencies related to inclusive education support that are necessary for paraprofessionals, and to explore the ways to enhance them through an in-depth qualitative inquiry. [Method] Individual in-depth interviews were conducted with five inclusive classroom teachers, one special education teacher, three parents of students receiving special education, and four paraprofessionals responsible for inclusive education support, all of whom belonged to A elementary school in Seoul. Additionally, relevant documents were collected and analyzed. [Results] Through the analysis, three themes and nine sub-themes emerged.
The three themes are the traits required for paraprofessionals, the job competencies required for them, and the ways for enhancing those traits and competencies. [Conclusion] Necessary traits for these paraprofessionals include understanding and loving students, and having the interpersonal skills to form relationships with students and adults in schools. Additionally, these paraprofessionals must have the competency to support students with disabilities in participating in classes and daily routines in inclusive classrooms, as well as the competency to manage challenging behaviors. They also need the competency to facilitate social interactions and to mediate conflicts among students. Training programs should be strengthened to help paraprofessionals develop such traits and job competencies, and related guidelines should be refined. Furthermore, efforts are needed to promote collaboration with key stakeholders in the education of students with disabilities and to improve systems related to the recruitment and placement of paraprofessionals.
KW - Paraprofessional;Inclusive Education Support;Traits;Job Competencies
DO -
UR -
ER -
Koh, Euseok and Jiyeon Park. (2024). Perceptions of Inclusive Classroom Teachers, Special Education Teachers, Parents, and Special Education Paraprofessionals of the Necessary Traits and Job Competencies Related to Inclusive Education Support that are Required of Special Education Paraprofessionals. Journal of Special Education: Theory and Practice, 25(3), 105-129.
Koh, Euseok and Jiyeon Park. 2024, "Perceptions of Inclusive Classroom Teachers, Special Education Teachers, Parents, and Special Education Paraprofessionals of the Necessary Traits and Job Competencies Related to Inclusive Education Support that are Required of Special Education Paraprofessionals", Journal of Special Education: Theory and Practice, vol.25, no.3 pp.105-129.
Koh, Euseok, Jiyeon Park "Perceptions of Inclusive Classroom Teachers, Special Education Teachers, Parents, and Special Education Paraprofessionals of the Necessary Traits and Job Competencies Related to Inclusive Education Support that are Required of Special Education Paraprofessionals" Journal of Special Education: Theory and Practice 25.3 pp.105-129 (2024) : 105.
Koh, Euseok, Jiyeon Park. Perceptions of Inclusive Classroom Teachers, Special Education Teachers, Parents, and Special Education Paraprofessionals of the Necessary Traits and Job Competencies Related to Inclusive Education Support that are Required of Special Education Paraprofessionals. 2024; 25(3), 105-129.
Koh, Euseok and Jiyeon Park. "Perceptions of Inclusive Classroom Teachers, Special Education Teachers, Parents, and Special Education Paraprofessionals of the Necessary Traits and Job Competencies Related to Inclusive Education Support that are Required of Special Education Paraprofessionals" Journal of Special Education: Theory and Practice 25, no.3 (2024) : 105-129.
Koh, Euseok; Jiyeon Park. Perceptions of Inclusive Classroom Teachers, Special Education Teachers, Parents, and Special Education Paraprofessionals of the Necessary Traits and Job Competencies Related to Inclusive Education Support that are Required of Special Education Paraprofessionals. Journal of Special Education: Theory and Practice, 25(3), 105-129.
Koh, Euseok; Jiyeon Park. Perceptions of Inclusive Classroom Teachers, Special Education Teachers, Parents, and Special Education Paraprofessionals of the Necessary Traits and Job Competencies Related to Inclusive Education Support that are Required of Special Education Paraprofessionals. Journal of Special Education: Theory and Practice. 2024; 25(3) 105-129.
Koh, Euseok, Jiyeon Park. Perceptions of Inclusive Classroom Teachers, Special Education Teachers, Parents, and Special Education Paraprofessionals of the Necessary Traits and Job Competencies Related to Inclusive Education Support that are Required of Special Education Paraprofessionals. 2024; 25(3), 105-129.
Koh, Euseok and Jiyeon Park. "Perceptions of Inclusive Classroom Teachers, Special Education Teachers, Parents, and Special Education Paraprofessionals of the Necessary Traits and Job Competencies Related to Inclusive Education Support that are Required of Special Education Paraprofessionals" Journal of Special Education: Theory and Practice 25, no.3 (2024) : 105-129.
