In the United States, special education paraeducators constitute a population of educators that provide integral services to our students with special needs. This population of educators ishistorically and currently poorly trained and supervised; yet, they work with the most challenging conditions and student population. Existing literature has unveiled a dismal state where the paraeducators job demands are increasing while their training and support remain relativelystagnant. An area where research has not highlighted as thoroughly is the impact of the dysfunctional, hierarchical system in which paraeducators operate. In essence, paraeducators are victims of a dysfunctional system that leaves them stagnant in their learning and in a position of marginalization. To begin including and valuing these individuals and thus improving ourschools, practitioners must go back to the basics and increase the extent in which we demonstrate our appreciation of paraeducators by acknowledging and including them in more collaborative relationships and providing adequate training.
