Paraeducators in Inclusive Classrooms

Abstract

The perceptions of paraeducators regarding their roles and responsibilities in supporting students with moderate to severe disabilities in general education classrooms were the focus of this qualitative study. Sixteen paraeducators were interviewed using a semistructured interview guide to determine their understanding of their role, challenges they experienced, training needs, and relationships with other team members. Numerous roles and different types of responsibilities were described, such as teaching, adapting materials, facilitating interactions with peers, and implementing behavioral interventions. Paraeducators also reported a considerable degree of independence in decision making and implementation of programs. Although the critical importance of paraeducators in the support of students with severe disabilities is not in question, the independence while performing their role may not reflect desired practice, given their minimal training and lack of a teaching credential. Implications for the field concerning the use, training, and supervision of paraeducators are presented.