This microethnographic study examined the perspectives of paraprofessionals assisting students with disabilities in inclusive educational settings. Extensive open-ended individual interviews were conducted with 10 educational technicians from 10 different schools in Maine. Demographic data on paraprofessionals in Maine were also analyzed. The paraprofessionals discussed their needs for training, support, evaluation, and participation in the IEP (Individualized Education Program) process. The participants tended to be most concerned about the following issues: feelings of invisibility and marginalization; the need for fair, helpful evaluations; and specific challenges of inclusion such as lack of training to support students with severe behavioral and physical disabilities. The study resulted in the following recommendations for paraprofessionals: (1) clarify roles and responsibilities, (2) request annual written evaluations, and (3) be visible and valued. (Contains 22 references.) (DB)