TDNet Discover

The purpose of this qualitative comparative case study, guided by policy implementation theory and grounded theory methodology, was to investigate how state-level policy differences affect the training, support, and professionalization of paraprofessionals who work with special education students across seven western U.S. states. For the utility of this study, paraprofessional policy is generally defined as state-level regulations and guidelines governing qualifications, training, and deployment of special education paraprofessionals. The theory guiding this study is Mazmanian and Sabatier’s policy implementation theory as it explains the frequently unforeseen change from creating policies to implementation. This study explored the central research question: How do differences in state-level special education paraprofessional policies influence the training, support, and role expectations for paraprofessionals working in inclusive education environments? The study analyzed publicly available state-level policy documents from seven western U.S. states, selected for geographic and policy diversity. Data sources included training guidelines, licensure frameworks, and legislative records. The researcher organized and coded the documents using Dedoose and grounded theory methods— open, axial, and selective coding—to identify themes linking policy and practice. A cross-case analysis compared states to highlight commonalities, differences, and implementation barriers.