Project Independence: Training Educational Assistants to Work with Students with Disabilities in General Education Settings

Abstract

Project Independence (PI) is a 3-year professional learning intervention for Education Assistants (EAs) to learn and deploy evidence based practices (EBPs) that provide support to students with disabilities (SWD) in general education settings. Created in a school division in northwestern Alberta, PI was introduced to address perceived minimal EA preparation, variable student successes, and low levels of SWD independence after high school. Initially the project included strategies for students with autism, but later the scope broadened to include all SWD, modeled on the practice guidelines of the National Clearinghouse on Autism Evidence and Practice (NCAEP). During the first year, a district coach team completed needs assessments, developed a theory-driven implementation plan, and chose AFIRM modules to guide EBP instruction. In Years 2 and 3, PI provided a structured professional development plan for EAs at a participation test site and then expanded to four other sites. Training sessions occurred every six weeks focusing on the use of EBPs, data collection, and collaborative consultation with classroom teachers. Assessment feedback, conversation, and observation of staff practice hint at a greater EA confidence, declining incidents of student behavior, and greater use of inclusive, student focused strategies. Although there were challenges involving time, technology, and data, the project was able to show that targeted PD for EAs could improve outcomes for SWDs and school culture. Results highlight the importance of ongoing training, joint responsibility, and administrative commitment. The project moves forward in Years 4 and 5 by scaling implementation, enhancing communication, and reinforcing the infrastructure for fidelity, data use, and long-term sustainability.