ParaViews: An Interview with Laura Bell
12/14/2006

Laura Bell is the assistant to the Autism Consultant at Anderson Community School Corporation.  Laura started her career in education several years ago as a one-on-one paraeducator working with a student with autism.  Shortly before last Christmas, Laura was gracious enough to take time out of her incredibly busy schedule to talk about her experiences as a paraeducator with IPSP’s Project Coordinator, Sarah Craycroft.

S: How did you get to where you are today?
LB:  I started off in a preschool classroom for 3 years. Then, I moved on to be a one-on-one para with a student with autism in a general education classroom. I did that for four years before taking my present position which is the assistant to our autism consultant.  I am now in my third year in this position.  I was fortunate in the beginning of my career that I was able to receive a lot of training. I was sent to many great conferences on autism.

S:  Was that typical for new paras?
LB: No, not really.  When I took the position with the student with autism, our school system had no autism consultant. Autism was pretty new to the teaching field.  This particular student had wonderful parents.  His Mother actually got the ball rolling as far as the training went.  She would ask people from Riley Hospital to come down and work with me. She went to our Special Education Director at the time and asked that I attend trainings and conferences. Everyone was very supportive of me getting training. I was really fortunate.

S: It sounds like Anderson is very supportive.
LB: Yes, they are supportive, and I feel each year they get better at training staff. To be honest, when I started seven years ago, they gave me a book and a video on autism and said, “Read and watch.”  But now our Autism Consultant and the other staff members pull together some great materials for training.  For starters, prior to the beginning of each school year, the autism team and the Para Support Team do one full day of training for Para Educators. We also have staff development days throughout the year where training is offered.  We do receive pay for the summer session and other training opportunities that are offered throughout the year, so that’s plus.

S:  How would you compare your experiences back then to the experiences new paraeducators are having today?
LB:  Thinking back…. I would say it is much better now.  It is always a little weird going in to a classroom you know nothing about. You don't even know where to sit.  Now, as a new hire, you receive a packet. In that packet is information about confidentiality, autism, teaching tips, how to be a paraeducator, and more. There is also a sheet in there called "A Place of My Own".  It answers many of the questions that new paraeducators frequently ask.  Where can I park?  Where can I put my lunch?  Where are the restrooms? It helps to know ahead of time the rules, the layout of the school, and the expectations.

S:  How did it feel to be a one-on-one paraeducator?
LB: In past one-to-one assignments, I found it was usually me directing and redirecting the child with a disability; therefore, the child became dependent on me.  The teacher and other children, while always very friendly, were not sure how to step in, so it sometimes felt like we were isolated.

S:  If a visitor were to have come into your classroom, what would they have seen or noticed?
LB:  I would hope that they would see a child or children who need extra support throughout the day but don’t need it every minute of the day.  They would see a paraeducator giving support but not latching onto any one particular child. They would see this paraeducator giving support to other students in the classroom. They would see a paraeducator in the classroom helping all students.  I don't think it would be very easy to identify the student or students with special needs. It would depend on the students’ individual disabilities and needs. So in this situation, it would probably look like any other general education classroom only with a paraprofessional helping the teacher with all of the students.

S:  What are the most essential attributes or characteristics that a paraeducator should try to have in order to be successful?
LB:  A sense of humor is most important.  They need to know this is not a job to be rigid in.  Don't be afraid to ask questions and ask for help.  Don't be afraid to let your teacher or principal know your concerns.  Remember, you are a part of the team - the teaching team. Always remember what's best for you is not always what is best for the child. You do what is best for the child.  You’re going to have a lot of really crappy days but, you’re also going to have a lot of really great days too.  Students tend to take out their frustrations on the ones they trust the most. And remember that you have the opportunity to make such a huge difference in children’s lives.

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