Preliminary Effectiveness of Professional Learning about Disability-Specific Evidence-Based Classroom Practices for Education Support Staff

Abstract

Education support staff work closely with students with disability, yet often receive little training or professional learning in evidence-based practices. This study sought to provide an initial indication of the effectiveness of novel, co-designed, evidence-based online professional learning courses (AllPlay Learn) for education support staff. A total of 323 education support staff working in primary and secondary schools in Victoria, Australia, completed the courses and participated in this study. The results indicated significant improvements in their self-reported knowledge about disability (r = 0.68 and 0.71) and self-efficacy in engaging in inclusive classroom practices (r = 0.62 and 0.62) after taking part in the professional learning course. Analysis of open-ended questions found further support for these gains. These findings provide support for co-designed, evidence-based online professional learning that addresses disability-specific domains of inclusive classroom practices in education.

Keywords

• paraprofessionals
• inclusive practices
• disability
• professional learning