2026-09-21T10:02:53Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/124260 2024-09-16 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Dymond, Stacy K Dymond, Stacy K Strauser, David R Schutz, Michele Tarconish, Emily 2024-05 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms The student, Hannah Brenner, accepted the attached license on 2024-04-12 at 07:45. The student, Hannah Brenner, submitted this Dissertation for approval on 2024-04-12 at 07:52. This Dissertation was approved for publication on 2024-04-12 at 12:42. DSpace SAF Submission Ingestion Package generated from Vireo submission #20369 on 2024-09-16 at 00:34:01 Paraprofessionals as job coaches: Supporting students with extensive support needs during community-based work experiences Brenner, Hannah Rose 2024-04-12 Community-based Work Experiences Paraprofessional Job Coach Extensive Support Needs Transition To Work Paraprofessionals who serve as job coaches play a critical role in helping students with extensive support needs (ESN) access community-based work experiences (CBWEs); however, little research has been conducted on paraprofessionals’ involvement in these experiences. Therefore, the purpose of this exploratory qualitative study was to understand what paraprofessionals view as their role with CBWEs and how they support students with ESN during CBWEs. Five paraprofessionals each participated in two interviews and were observed three times while supporting student(s) with ESN at a community worksite. Inductive qualitative analysis using constant comparative methods was used to analyze interview transcripts and observation field notes. The following four themes were generated regarding paraprofessionals’ perceived roles with CBWEs: (a) instructor, (b) supervisor, (c) conduit, and (d) improvisor. Paraprofessional supports for students during CBWEs include (a) use of instructional strategies, (b) promoting independence and efficiency, (c) helping students meet social/behavioral demands, and (d) provision of supplementary supports. Findings from this study demonstrate that paraprofessionals view their role with CBWEs positively and believe that they can make a strong impact on students by supporting them during work experiences. Findings also have practical implications for schools’ designation of paraprofessionals for CBWEs and particular areas for training to promote the use of effective practices and workplace supports during CBWEs. Text eng https://hdl.handle.net/2142/124260 Copyright 2024 Hannah Rose Brenner Ph.D. Dissertation Special Education University of Illinois at Urbana-Champaign Special Education