WCU Magazine Summer 2026

Paraprofessional Program Gives Special Education Students Real-World Experience

When special education major Reagan Steiner ’26 was a second-year student, she was required to complete three hours per week of field work in a classroom. Instead of fulfilling the requirement as a visiting student, she completed it as a paid paraprofessional working in the school. It was made possible by a partnership between the Special Education Department and school districts.

“This experience catapulted me into an immersive learning environment where I could directly take my experiences from the classroom and apply them to my work as a university student (and vice versa),” Steiner says. “I worked with a wide range of teachers and students and was supported by, not just my university professors, but also the staff at the school where I was a paraprofessional.” The next year she again completed her third level of field experiences in a paid paraprofessional role.

Paraprofessionals offer classroom support in several ways. It may include assisting seasoned teachers with instructional activities, working with small groups, or assigned to work one-on-one with a student who needs extra help. Students who opt for the paraprofessional role are school district employees who work more than the three-hour-per-week requirement.

WCU special education students can choose to complete field work more traditionally as a student temporarily assigned to a class or they can choose to be part of the paid paraprofessional program. Since many students already work part-time jobs, it allows them to combine roles.

Dr. Dawn Patterson, associate professor and assistant department chair, said the program met a need. “We have a meeting with local stakeholders every year called program advisory, where we invite local school district administrators, alumni, and other people who work at schools,” Patterson says. “When asked about unmet needs, school representatives brought up the lack of reliable paraprofessionals.“

Dr. Colleen Commisso, associate professor, coordinates the program, which is popular with students. In spring 2026, 17 of the 37 students fulfilling field experiences did so as paid paraprofessionals. “Our students are learning more….They are more likely to get more involved in what’s happening in the classroom than they would just being there for a couple of hours a week,” Commisso says. “They develop a deeper understanding of, not just the dynamics of a classroom, but of special education.”

Drs. Patterson and Commisso say the program is a win both for schools and for students. It has led to student teaching placements at schools where students have worked and eventually to job offers.

Students like Steiner say the program had a lasting impact.

“Because of my time in the para program, I have a profound respect and appreciation for serving underrepresented groups in special education and will be able to carry these experiences into future job prospects.”