Abstract
The present study investigated integral factors found in general educator and paraeducator collaborative relationships within inclusive classrooms. As new authorizations in the federal guidelines regarding educating students with special needs continue to evolve, general education teachers have to work more directly with paraeducators in their work with students with and without disabilities. Six general education teachers and six paraeducators were interviewed regarding their experiences working alongside one another, and what factors they appreciate in their collaborator in order to feel more productive as educators. Additionally, teachers and paraeducators shared what areas of inclusive education they feel has been a source of struggle, and expressed ideas for how to address these challenges moving forward. Among other factors, both teachers and paraeducators emphasized the importance of communication, respect, and trust in order to build and maintain a successful collaboration. In addition, both educators expressed the desire to continue ongoing education and training to build and develop their capacities as educators. The study provides educators and education officials with an understanding of the current state of inclusive education, and to outline how to develop and maintain productive relationships between general and paraeducators.