Lived Experiences of Instructional Associates Immersed in Severe Disabilities Program: Input for A Capacitation Plan

Abstract

This qualitative study explored the lived experiences of Instructional Associates (IAs) immersed in a severe disabilities program and used the findings as input for a capacitation plan. Grounded in the legal and policy context for special education and paraprofessional practice, the research employed a hermeneutic phenomenological design following van Manen’s approach. Ten IAs and nine supervisors (principal, program specialist, special education teachers, speech-language pathologist, and occupational therapist) from an elementary school in San Jose, California, participated. Data were gathered through separate focus group discussions and analyzed using Braun and Clarke’s thematic analysis. Three major IA experience themes emerged: (1) early experiences—simultaneous enthusiasm for impact and substantial initial challenges (student aggression, limited transparency about role, staff shortages, and lack of preparatory training); (2) reasons for staying—strong teamwork, highly structured instruction, meaningful student progress, benefits, and desire for challenge; and (3) reasons for leaving—low compensation, inadequate materials and budgets, persistent understaffing, difficult behaviors, insufficient hands-on training, and limited recognition. Needs clustered around practical behavior-management training, delivery of instruction and data collection, competence with AAC devices, materials access and preparation time, language support for non-English speakers, coaching/mentorship, and clearer growth pathways. Supervisors corroborated these needs and emphasized the need for fully staffed classrooms and differentiated pay that reflects job demands. Moreover, the study proposes a capacitation plan featuring an IA coaching model, targeted professional development (including behavior management, instructional strategies, AAC, and data systems), structured onboarding, dedicated materials budgets and preparation time, language support, and advocacy for competitive, role-differentiated compensation. Implementing this plan is expected to enhance the effectiveness, well-being, and retention of individuals with severe disabilities, thereby improving educational outcomes for learners.