DA Project: Training and Support Program Development for Direct/Dedicated Aides.
Project Description:
Direct/Dedicated Aides (DAs) play a critical role in supporting children and youth with disabilities in inclusive educational settings, yet they often receive little formal preparation, ongoing professional development, or structured support. These workforce gaps contribute to stress, burnout, and high turnover, affecting both educators and the students and families they serve. The Georgetown University Center for Excellence in Developmental Disabilities (GUCEDD), in partnership with Georgetown University's Center for Well-Being in School Environments (WISE), implemented a pilot training and support initiative funded by the Graham Foundation to strengthen the Direct/Dedicated Aide workforce. During the reporting period, the project provided a full-day training for 17 Direct/Dedicated Aides from DC Public Schools and DC public charter schools, followed by ongoing coaching, reflective practice, and support activities throughout the year. The project's goals were to strengthen participants' knowledge of disability, child development, and behavior; increase confidence in supporting students with complex learning and behavioral needs; promote relationship-centered, trauma-informed practices; and improve collaboration with families and school teams. The project also aims to support workforce well-being and resilience through reflective practice and peer connection. A distinguishing feature of the initiative was its focus on Direct/Dedicated Aides, a workforce that has historically received limited professional development despite its essential role in inclusive education. The project integrates disability-informed, healing-centered, and trauma-informed approaches with practical strategies that participants can immediately apply in their work. Lessons learned from this project are informing the development of an international training and credentialing model for 1:1 support educators, commonly known as shadow teachers, extending the impact of this workforce development initiative beyond the United States. Expected benefits include a more prepared and resilient workforce, stronger school-family partnerships, and improved supports for children and youth with disabilities in inclusive educational settings.
Keyword(s):
Adolescent Health, Mental/Behavioral Health – Autism, Child Maltreatment, Clinical Care, Developmental Disabilities, Early Childhood – Developmental Health (including developmental screening), Emergency Services for Children – Emergency Preparedness, Fetal Alcohol Syndrome, Health Care Transition, Health Equity, Heritable Disorders (excluding sickle cell), Life Course Approach, Maternal Health – Maternal Depression, Mental/Behavioral Health – General , Preventive Services, Social Determinants of Health, Children, Adolescents, and Young Adults with Special Health Care Needs, Mental/Behavioral Health – Substance Use Disorder(s)
Core Function(s):
Developing & Disseminating Information, Continuing Education/Community Training
Area of Emphasis
Education & Early Intervention, Health-Related Activities, Employment-Related Activities, Quality of Life, Other - Cultural Diversity, Other - Leadership
Target Audience:
Community Trainees / Short term trainees, Professionals and Para-Professionals, Family Members/Caregivers, Adults with Disabilities, Children/Adolescents with Disabilities/SHCN, Legislators/Policy Makers, General Public
Unserved or Under-served Populations:
Racial or Ethnic Minorities, Disadvantaged Circumstances, Limited English, Geographic Areas, Urban, Specific Groups
Primary Target Audience Geographic Descriptor:
Regional
COVID-19 Related Data:
N/A
