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 are 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 is discussed.
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