Bridging the Gap: Effective Training for Paraprofessionals Supporting Social-Emotional Development in Students with SLD and High-Leverage Practices for Inclusive Environments

Abstract

Abstract As inclusive education becomes increasingly prevalent, the roles of paraprofessionals in supporting students with Specific Learning Disabilities (SLD) have evolved significantly. Effective paraprofessional support hinges not only on daily assistance but also on meaningful training rooted in research-based strategies. High-Leverage Practices (HLPs)—core instructional, behavioral, and collaborative approaches—have emerged as essential tools in ensuring students with disabilities, including those with SLD, experience academic and social-emotional success. These students often require tailored support due to comorbid conditions such as attention difficulties, executive functioning challenges, and emotional-behavioral regulation issues (Chieffo et al., 2023; Al-Dababneh & Al-Zboon, 2018). However, the literature consistently points to a training gap that must be addressed to empower paraprofessionals in inclusive settings (Moran, 2022; Griswold, 2022). This capstone project focused on the essential role of paraprofessionals in inclusive classrooms and the need for targeted, evidence-based training to support their effectiveness. Informed by a comprehensive literature review, the project identified key practices—such as high-leverage instructional strategies, social-emotional learning, behavior management, and collaborative teaming—that enable paraprofessionals to better support students with disabilities. Based on these findings, a professional development training was designed to provide paraprofessionals with practical tools and role clarity. The project highlighted the importance of bridging research and practice to empower paraprofessionals as active, confident contributors to student success