This paper reviews the impact on the instructional process of having paraprofessionals and adult volunteers, particularly parents and senior citizens, in the special education classroom. It discusses the duties they perform in the classroom and the reasons for low parental participation. The review of the literature suggests the following conclusions. Parent and senior citizen volunteers and paraprofessionals can be a valuable, reliable resource in the special education classroom, though there is confusion about their specific roles and their need for training. Volunteers need to be better informed regarding their responsibilities under the law and need to be better trained for this role. Teachers also need more training on how to use volunteers and paraprofessionals effectively and on techniques of parent counseling and conferring to ensure better communication. More cooperation is needed among educational agencies in providing sufficient training and employment opportunities for special education volunteers and paraprofessionals. References are included. (Author/JDD)