A Multi-Method Exploration of Paraeducator Delivered Supports in K–12 Inclusive Classrooms

Paraeducators are often considered essential to the success of K–12 inclusive general education classrooms. Multiple explorations of paraeducator training, domain-specific paraeducator support delivery, and broad descriptions of paraeducator roles and services provided to students with disabilities occur in the extant literature. We conducted a multiyear multiple-method design study in a large public school district through a survey and observational methods. Paraeducators delivering special education services in K–12 classrooms completed a survey and researchers conducted observations of paraeducators across a diverse array of instructional activities. We analyzed data separately and then combined data to explore how paraeducators’ beliefs about their roles and supports delivery in K–12 classrooms aligned with their actual practice. Paraeducators reported delivering a diverse array of supports, despite few supports being actually observed in classrooms. Paraeducators engaged in active monitoring of students most often compared with other activities, with minimal academic, behavioral, or social supports delivered. Furthermore, paraeducators did not implement communication, health, or mobility supports across classrooms, despite paraeducators’ reports of delivering these supports in their classrooms. Implications for integrating the diverse array of possible supports for students with disabilities in special educator training and paraeducator training are discussed.