Turkish parents’ perspectives on the roles and responsibilities of paraeducators: framing experiences

Objectives Paraeducators provide crucial support for individuals with special needs in inclusive educational settings, but their roles and responsibilities lack clarity. The resulting ambiguity emphasizes the need for clear role definitions. In inclusive education, paraeducators are perceived as the individuals who are most in communication with families. In this process, the perspectives of parents, who are important stakeholders, are crucial. Our purpose in this study was to examine the experiences and perspectives of parents with respect to the assistance given by paraeducators in inclusive educational settings.