This report responds to a Wisconsin Legislature request by describing how special education program aides are used in Wisconsin schools and examining recent employment trends. An introductory section summarizes current rules and policies on eligibility for approval of aide positions, state funding, and qualifications for licenses. It defines acronyms used throughout the report, and describes factors that drive the need for program aides. Employment trends include an 11% annual increase in the number of aides and a decrease in the number of special education children per aide. The following conclusions and recommendations are offered: (1) most aide positions are established to provide assistance with individual severely handicapped children who are being served in school districts rather than in residential environments; (2) implementation of community-based curriculum approaches has required review of the responsibilities of teachers and teacher aides in non-classroom environments; (3) specialization in assignments of aide positions has implications for more specific training and/or certification requirements; (4) approximately one-quarter of the aide positions are in situations where enrollment exceeds the department maximum enrollment policy; and (5) the administrative code does not, in most instances, authorize special education program aides to deliver services in the regular classroom, and there is increasing support to modify these regulations. Appendixes provide further documentation. (DB)