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Parents and paraeducators play integral roles in the
education of students with disabilities. This study
examined the relationships between parents of
students with significant disabilities and their
paraeducators in inclusive classrooms to gain an
understanding of these relationships played in
education of the students. Results revealed five
types of parent-paraeducator relationships: close
and personal friendship, routine limited
interactions, routine extended interactions, tense
relationship, and minimal relationship. Results also
indicated that it is important for paraeducators and
parents to communicate because paraeducators spend
substantial time with the students and gain insight
into their academic and social behaviors. However,
for paraeducator-parent relationships to be
beneficial in the students education, they must
remain within the boundaries established by the
teacher or team leader. The study has implications
for parents, teachers, administrators, and teacher
educators in three areas: collaborative practices,
supervision of paraeducators, and pre-service as
well as in-service training programs for teachers.
education of students with disabilities. This study
examined the relationships between parents of
students with significant disabilities and their
paraeducators in inclusive classrooms to gain an
understanding of these relationships played in
education of the students. Results revealed five
types of parent-paraeducator relationships: close
and personal friendship, routine limited
interactions, routine extended interactions, tense
relationship, and minimal relationship. Results also
indicated that it is important for paraeducators and
parents to communicate because paraeducators spend
substantial time with the students and gain insight
into their academic and social behaviors. However,
for paraeducator-parent relationships to be
beneficial in the students education, they must
remain within the boundaries established by the
teacher or team leader. The study has implications
for parents, teachers, administrators, and teacher
educators in three areas: collaborative practices,
supervision of paraeducators, and pre-service as
well as in-service training programs for teachers.