Perspectives of Students with Intellectual Disabilities about their Experiences with Paraprofessional Support

Abstract

Perspectives of students with disabilities are notably absent from research about special education paraprofessionah. This study begins filling that gap by interviewing 16 young adults with intellectual disabilities about their experiences attending general education classes with para-professional support. Findings describe the primacy and exclusivity that often exists between paraprofessionah and these students as characterized by four interrelnted themes regarding consumer perspectives of paraprofessionals as: mother, friend, protector, and primary teacher. Although study participants provided both positive and negative perspectives on these four descriptors, each descriptor represents cause for concern. Implications for practice encourage schools to (a) consider the social validity of supports, (b) increase teacher involvement, (c) highlight the importance of listening to students with disabilities, and (d) include them in decisions about their own supports.