The study, undertaken in two New England states using quantitative and qualitative methodologies, investigated paraeducators' experiences in inclusive educational settings, including administrative policies, job responsibilities, training, retention, and relationships with members of the school community. Findings emphasized the need for more training for paraeducators and the importance of relationships within the educational community. We conclude with recommendations for policymakers, administrators, teachers, institutions of higher education, and paraeducators to create effective inclusive educational programs.
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