美国特殊教育助理教师培养制度与实践

The System Design and Practice of the Development of Paraprofessionals in Special Education in the United States

特殊教育助理教师是美国特殊儿童教育服务团队的中坚力量。经过多年发展,美国特殊教育助理教师培养基本形成了联邦政府-州政府-协会-学区的层级制度支持体系。其中,联邦政府提供立法规范与经费保障;州政府设定行业准入资格,并构建培养与培训体系;特殊教育行业协会致力于完善职业标准以提升专业化水平;各学区自主聘用与考核助理教师,并主张团队协作服务。这一体系有力地推动了特殊教育助理教师的职业化和专业化发展,极大地促进了美国融合教育质量的提升。但与此同时,特殊教育助理教师发展实践中也面临着种种挑战,如职业角色定位不清晰、系统化专业支持不足以及待遇低与人员流失率高等,需要教育研究者和政策制定者持续关注并加以改善。

Paraprofessionals are the backbone of the special children’s education service team in the United States.After years of development,the United States has basically formed a federal-state-association-school district system design to train paraprofessionals.Among them,the federal government provides legislative and financial support;the state government sets industry access qualifications and builds a training system;associations of special education are committed to improving professional standards to enhance the professionalism of paraprofessionals;each school district recruits and assesses paraprofessionals independently and advocates teamwork services.This system has strongly promoted the professionalization of paraprofessionals and the quality of inclusive education in the United States.At the same time,paraprofessionals are also facing various challenges in their development,such as unclear professional role positioning,insufficient systematic professional support,low salary,high turnover rate,etc.This requires continuous attention and improvement by education researchers and policy makers.