Emotional and physical factors among special education paraeducators employed in urban school settings

Who are paraeducators, and why are they involved in the educational system? Current literature already answers and evaluates the above questions. Most literature about paraeducators focuses on several topical issues: historical perspectives of paraeducators, the need for paraeducators, the many roles they conduct, current state policy standards and systems, lack of training prior to being placed in classrooms, current available training models, stressors while on the job, and stress levels that are likely to lead to burnout and attrition. What the literature does not address is the perceptions of these issues among paraeducators of color working in urban school settings. A review of the literature highlights that teachers are often found training their classroom paraeducators along with teaching their students. Teachers themselves are very often not trained or responsible for training adult staff. The literature reveals that training suggestions and programs do exist in the field. However, due to the lack of money, time, and flexibility of decision-making power that agencies and districts have, training for paraeducators is still ignored and/or overlooked. Giangreco and Broer (2005) found that paraeducators are not only an important support in special education settings, but are more likely to be used as de facto teachers to provide direct interventions to students with special needs. This implication means that paraeducators are often expected to develop strategies and/or interventions which they should not be responsible for, to children with the most intensive needs or challenges (Carroll, 2001). This study unpacks or deconstructs the urban environment and discovers "The Conceptualization of Urban Taxation" which can be annihilated by school administrators implementing the five tenets of "The Urban Utopian Experience:" 1) Role Matrices, 2) Emotional Intelligence, 3) Paraeducator Input on Positive Behavior Support Plans, 4) High Morale, and 5) Inclusive Educational Teams.