T-P-C Framework: Paraprofessional- Teacher Collaboration in Inclusive Education

Abstract

Inclusive education has increasingly positioned students with disabilities in general education classrooms, making collaboration between general education teachers and paraprofessionals a critical component of effective instructional practice. Despite their essential role in supporting both academic and behavioural outcomes, paraprofessionals often experience limited structured collaboration, unclear role expectations, and inconsistent access to professional support. This study examined collaborative practices between paraprofessionals and general education teachers in K–12 inclusive classrooms and identified key factors that contribute to effective partnerships. A phenomenological qualitative research design was used to explore the lived experiences of paraprofessionals. Twelve participants from two school districts in South San Francisco, California, were selected through purposive sampling to provide in-depth perspectives on collaborative practices. Data were collected through structured interviews with open-ended questions and analysed using Interpretative Phenomenological Analysis (IPA). Findings revealed that effective collaboration is characterised by consistent communication, shared instructional planning, and team-based approaches to supporting students. Participants emphasised that strong professional relationships are built on trust, mutual respect, and shared responsibility, which are essential for implementing accommodations, managing student behaviour, and delivering targeted instructional support. The result of the Teacher-Paraprofessional Collaboration Framework (TPC) highlights the importance of role clarity, shared goals, and structured communication in fostering effective teamwork. Collaboration also included reviewing Individualised Education Programs (IEPs), adapting instructional strategies, and providing individualised or small-group support. However, challenges such as limited planning time, inconsistent communication structures, and unclear role expectations were reported. The study concludes that strengthening collaboration through TPCF principles enhances inclusive practices and improves student outcomes. Establishing clear communication systems, defining roles, and providing ongoing professional development are essential for effective collaboration.