Effects of the Proximity of Paraeducators on the Interactions of Braille Readers in Inclusive Settings

This article reports on a multiple–case study that found a relationship between the proximity of paraeducators and the interactions of students with visual impairments with teachers and sighted students in general education classrooms. More interactions were found with teachers and peers in the classrooms when paraeducators were physically distant from the students. The findings have implications for addressing the roles of and training for paraeducators.