If you have students with special needs in your art room, they may come to class with a paraprofessional, teacher assistant, or a “one-on-one.” Sometimes, it can be a little vague on what their role is and how to work together. However, when you welcome instructional assistants into your art room and cultivate a great working relationship with them, there are many benefits. Students with special needs will blossom, you’ll spark a love for art in the paraprofessional, and you will be more efficient at your job.
Foster positive relationships with paraprofessionals in the art room with these three ideas and then, dive into some frequently asked questions.
1. Make paraprofessionals feel important—because they are important!
Paraprofessionals are often the experts on our students in special education. They are with these students for most of the day and can answer questions about their skill level, interests, or even behavioral triggers. Ask for input for both the “in the moment” problem solving and the long-term “getting to know” the student. They can have the missing puzzle piece if you’ve tried everything and nothing’s working… or, you want to take a shortcut and go straight to what’s worked before!
Another way to make them feel valued and respected is to collaborate on the “fun art stuff” too. Talk to them about the neat things they or their student are doing. Be cognizant that you balance bringing up problems and commands with positivity and encouragement. One way to do this is a simple “thank you” at the end of each period. Acknowledge their effort with specific tasks (no matter how small!) to let them know you appreciate them showing up and being an active participant. Another way to show you are grateful is to provide coffee, water, or treats.
2. Help yourself by helping them.
A lot of people are uncomfortable with art because they feel like they’re “bad at art.” This is evident in the familiar response, “I can’t even draw a stick figure!” Also, many paraprofessionals don’t want to “mess up” a student’s project. Remember these sentiments when building relationships with your paraprofessionals. Although they are adults there to provide support to students, they can also be an extra art student. When you equip them to be more comfortable in the art room, they will be a positive catalyst for your students.
One simple way to mitigate anxiety is to communicate clear expectations for the whole year and for each class period. Tell them what the students will be doing for the day and what the paraprofessional’s expectations are during this time. Just as you would for a student, provide specific instructions in more than one format, and don’t assume they already know what to do.
A quick way to provide expectations is to print out a simplified, bulleted, step-by-step list of each action item for the lesson. You can also print the whole lesson and highlight what the students need to accomplish on that particular day. It’s very helpful to have photos showing each step because sometimes a finished art project can be visually overwhelming. If you don’t have the time to compile step-by-step instructions with photos, check out FLEX Curriculum. FLEX is a standards-aligned curriculum that includes detailed step-by-step project instructions with photos and student-facing videos and resources.
3. Give paraprofessionals their own art project.
It can be wonderful when you have an eager and artistically-minded paraprofessional working with your students in the art room. However, sometimes they can be too eager to make art for the student. They are focused on having the project look “perfect” instead of indicative of the student’s true performance.
One way to mitigate this is to preemptively leave out extra supplies and give the paraprofessionals permission to create their own piece of art next to their students. As long as the students are getting the attention and assistance they need, many paraprofessionals will appreciate the thought. They usually enjoy the opportunity to sneak in a little creative outlet during their day!
If you’re short on supplies and worried about not having enough, many paraprofessionals can be invaluable support in helping you garner donations and recycled materials. Give them a list of what you’re looking for and chances are, they’ll work hard to collect boxes and bottles from other classrooms throughout the day. This creates many opportunities for them to feel like a contributing member of your classroom community!
Let’s answer your most frequently asked questions about paraprofessionals!
What if a paraprofessional doesn’t show up?
It can be frustrating when a designated instructional aid doesn’t show up for your art class with their students. If you have a good relationship with them, ask them about it the next time you see them. They may have had an emergency or didn’t think it was a big deal. It’s a great time to remind them of their importance in the art room and how vital they are to maintaining a smoothly run classroom.
However, what if this happened multiple times already? Email the lead special education teacher to gather thoughts and ask for guidance. The lead teacher often has a solid relationship with them since they work closely all day. The email will also create a paper trail documenting their absences.
What if the paraprofessional does too much or too little of their student’s art project?
If the paraprofessional is doing too much of a student’s project, provide enough supplies so they can make their own. If they’re not helping enough, pull them aside before class to reset expectations. Show them examples of what you need them to do and give them a quick list of written instructions. An example of a reminder expectation can sound like, “I really value your extra set of hands and eyes. Please sit at the same table with students, phone-free so you can be readily available to assist.”
What if the paraprofessional frequently leaves or disappears?
As aforementioned, pull the paraprofessional aside to reset expectations. Remind them that they are an integral and important member of your class and it can be disruptive for students if they don’t have a steady source of support. Your chat can sound like, “I noticed you stepped out the other day. I’d really appreciate it if you remained here during class. I really rely on the support you bring because you know [insert student’s name] the best.” If the behavior persists, email the lead special education teacher for advice and follow their guidance.
Bonus Tip
If you’ve already had a friendly chat to reset expectations and tried emailing the lead special education teacher, you can also seek out the guidelines used in the paraprofessional’s training. This can reiterate that you, the art teacher, aren’t the one “coming up with” the rules and that they are a part of the job requirements.
Building positive relationships with paraprofessionals in the art room is essential for fostering a collaborative and supportive learning environment. Not only does it model these skills for your students but it streamlines instructional tasks, strengthens classroom management, and bolsters individualized student support. Plus, when teachers and assistants work harmoniously together, they boost each other’s morale. Make your art room a welcoming and appreciative spot for paraprofessionals with the tips above so they’ll look forward to your class and spread a vigor for art to your students!
What’s one thing you do to make paraprofessionals feel welcome and included in your classroom?
How do you navigate challenging situations with paraprofessionals in the art room?
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Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.
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