In between special needs teachers and students: paraprofessionals work in self-contained classrooms for students with intellectual disabilities in Sweden

Abstract

Based on street-level bureaucracy, this study investigates the paraprofessional role and assignments in self-contained classrooms for students with intellectual disabilities in Sweden. The research design contains a mixed method approach using a digital questionnaire for paraprofessionals (N = 60) and semi-structured interviews with four special teachers and five paraprofessionals. The results demonstrate that paraprofessionals cooperate with special needs teachers and have a supportive role working with students throughout the day. A lack of support for paraprofessionals' professional development and few opportunities for them to co-plan, coteach and co-assess with special needs teachers is said to hinder this advancement. The complexity of being both an educator in the classroom and a caregiver taking the responsibility for students' wellbeing, peer-to-peer relations and care orientated work tasks are discussed.

Kaynaştırma/Bütünleştirme Uygulamalarında Öğretmen Yardımcıları

“…It is necessary to know the roles and responsibilities of not only paraprofessionals but also teachers working with them (Lockman Turner & Curran Mansouri, 2022;Mason et.al., 2021). Among the prominent roles of class teachers, the duties of directing and inspecting come to the fore (Giangreco, 2003;Östlund et al, 2021). In addition, class teachers are expected to provide supervision (Douglas, 2016;Fisher & Pleasants, 2012).…”