ELEVATING THE VOICES AND ROLES OF PARAPROFESSIONALS IN INCLUSIVE MIDDLE SCHOOL CLASSROOMS

Abstract

The purpose of the participatory action and activist research (PAAR) project was to engage in iterative cycles of inquiry to understand how a school-based team could shift the role of instructional assistants (IAs) to provide students with disabilities support for independence within inclusive classroom environments. The primary methodology for the study was participatory action and activist research (PAAR) (hunter et al., 2013) using qualitative analysis processes in three cycles of inquiry (Saldaña, 2016). We relied on Community Learning Exchange (CLE) axioms and processes to engage two teams – a co-practitioner researcher (CPR) team and an instructional assistant professional learning group (PLG) -- in authentic dialogue to examine practices related to instructional assistants shifting from a 1:1 role to a classroom assistant (CA) role. In sharing personal stories and fostering relationships, we cultivated a dedication to equity and inclusion for IAs. In consultation and collaboration with instructional assistants, we analyzed and supported their experiences, skills, and needs as primary factors in changing our approach to inclusion and changing how paraprofessionals fully engage with teachers and leaders to support students in inclusive classrooms. Actively listening to instructional assistants enhanced their sense of belonging within the adult school community as evidenced by their participation in the professional learning. Secondly, the people who became anchors of the work and acted as bridges accelerated the change effort. As a result, the instructional assistant role shifted from isolated to integral and included collaboration time, resources, and access to information to facilitate inclusion and empowerment. Key individuals emerged as pivotal leaders in this change process, bridging the initiatives of the IA

PLG and CPR group and advancing a systemic approach to integrating instructional assistants in the school community and in classrooms to better provide support for students. The findings of the study offer a roadmap for other schools and districts to rethink the roles of paraprofessionals. The power of the collaborative work and the processes are replicable in other contexts.