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.

Parents, teachers, and paraeducators at three inclusive schools were interviewed as part of a qualitative study to investigate perceptions regarding a quality educational program for students with moderate–severe disabilities. Instead of looking at schools engaged in a systematic change process from separate to inclusive education for students with severe disabilities, a major premise of this study was that all students, regardless of ability or disability, were educated together in chronologically age appropriate general education classrooms (preschool through 8th grade). The intent of this study was to determine what key stakeholders (parents, teachers, and paraeducators) felt was a good educational program for students with moderate–severe disabilities after an inclusive placement was a given. Fifty-eight participants were interviewed (18 parents, 23 teachers, and 17 paraeducators) representing four preschool children, nine elementary students, and five middle school students all having moderate–severe and multiple disabilities. A constant comparison methodology was used to analyze the data across both age of target child and role of stakeholder. Findings revealed 12 themes that highlighted the benefits of inclusive education for all students, specific components that needed to be in place to ensure a quality education, and typical goals for the future. Implications for the field were discussed.

The purpose of this qualitative research study was to explore the characteristics of classroom membership as perceived by middle school students themselves and for their classmates with severe disabilities. A total of 51 middle school students, of whom 4 students had severe disabilities, participated in the main study. Multiple focus group interviews and individual interviews were conducted to obtain an in-depth understanding of the phenomenon of membership and belonging. Following qualitative data analysis procedures, findings indicated that middle school students thought that having friends in class, peer interactions, actively participating in class activities, and obtaining good grades indicated membership. Students attributed teachers with helping them feel like members of the class. Students also associated certain class activities with classroom membership; they felt part of the class when class work was fun, active, interesting, and meaningful. Students perceived similar indicators of membership for their classmates with severe disabilities. In conclusion, findings provided implications for teachers to facilitate membership and a sense of belonging for middle school students with and without disabilities in their inclusive classrooms.

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