Concomitant with the increase in the number of para-professionals assisting students with disabilities is the emergence of legal issues pertaining to the need, selec-tion, responsibilities, preparation, and supervision of those paraprofessionals. The purpose of this article is to provide a legal analysis of administrative and judicial decisions concerning these issues and to propose guide-lines for ensuring appropriate paraprofessional involve-ment in the educational programs for students with dis-abilities. DESCRIPTORS: paraprofessionals, Individuals with Disabilities Act (IDEA), law and policy The provision of paraprofessional services to stu-dents with disabilities has been recognized as an essen-tial component in ensuring a free and appropriate edu-cation. Full- and part-time paraprofessionals are used to assist students with disabilities in home- and center-based facilities, special education classrooms, and gen-eral education environments. The number of parapro-fessionals involved in the education of students with disabilities continues to increase, a trend attributed to both student and teacher needs (Giangreco, Edelman, Luiselli, & MacFarland, 1997). Pickett, Likins, and Wallace (2003) suggested one important trend leading to an increase in paraprofessional employment in-volved efforts to serve greater number of children with disabilities in inclusive settings. Several legal issues have emerged concerning the provision of paraprofessional services. In addition to disputes regarding the need, selection, and qualifica-tions of paraprofessionals working with students with disabilities (Katsiyannis, Hodge, & Lanford, 2000), re-cent controversies have involved the responsibilities of paraprofessionals as well as the adequacy of parapro-fessional supervision and training. The purpose of this article is to provide a legal analysis of administrative and judicial decisions concerning these issues and to propose guidelines for ensuring appropriate parapro-fessional involvement in the educational programs for students with disabilities.

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COPSSE research is focused on the preparation of special education professionals and its impact on beginning teacher quality and student outcomes. Our research is intended to inform scholars and policymakers about advantages and disadvantages of preparation alternatives and the effective use of public funds in addressing personnel shortages. In addition to our authors and reviewers, many individuals and organizations have contributed substantially to our efforts, including Drs. Erling Boe of the University of Pennsylvania and Elaine Carlson of WESTAT. We also have benefited greatly from collaboration with the National

This study examined parent perceptions of the para-educator’s role. Observations of paraeducators and students with disabilities were conducted in inclusive classrooms. Some para-educators worked as general classroom assistants, while others worked one-on-one with students with special needs. Each parent of a child with special needs was shown graphs reflecting the per-centage of time their child’s paraeducator was observed in various roles and interacting with students and adults. Parents were interviewed about their knowledge and perceptions of the paraeducator working in their child’s classroom. Results indicated parents were pleased with their children’s paraeducators. How-ever, parents offered several recommendations for improving the use of paraeducators, including the need for more training and better communication between parents and school personnel. Responses of parents suggest paraeducators are perceived as “teachers ” and should be professionally valued and present at Individualized Education Program meetings and parent conferences. Implications are discussed.