The paraeducator workforce as well as the breadth of their responsibilities to serve students in special education has increased considerably in public schools. Unfortunately, research to identify the most effective methods for training paraeducators has not kept pace. Addressing this dynamic, through an implementation science framework, requires a better understanding of contextual factors. In this study, focus groups (FGs) with paraeducators and teachers were conducted to examine (a) responsibilities, training needs, and related issues of paraprofessionals; (b) training needs and related issues of teachers as supervisors of paraeducators; and (c) factors that support or impede special educators’ self-efficacy and their perception of competence of their colleagues. Four FGs, homogeneous based on role and assignment (mild vs. moderate-to-severe disabilities), were conducted utilizing a semistructured interview protocol. Qualitative content analysis revealed important challenges and training-related deficiencies experienced by both teachers and paraeducators, as well as suggestions for addressing these issues.

在公立学校中，特殊教育工作者的队伍以及为特殊教育学生提供服务的职责范围已大大增加。不幸的是，研究确定最有效的培训仿生者的方法的研究未能跟上步伐。通过实施科学框架应对这种动态，需要对上下文因素有更好的理解。在这项研究中，进行了带有小组教育者和教师的焦点小组（FG），以研究（a）小组专业人士的职责，培训需求和相关问题；（b）培训教师的需求和相关问题，作为辅助教育者的主管；（c）支持或阻碍特殊教育者的自我效能和他们对同事能力的感知的因素。四个FG，根据角色和分配是同质的（轻度vs. 中度至重度残疾），是使用半结构化访谈协议进行的。定性内容分析显示了教师和教育工作者都面临的重大挑战和与培训相关的缺陷，并提出了解决这些问题的建议。