Shadow Teachers Research Articles

The Role of Shadow Teachers For Supporting Learning Assistance on Children with Special Needs in Inclusive Early Childhood Education

Inclusive education is an implementation of the international consensus of providing education for all. Every child is given the rights as a citizen, including the right to access adequate and quality education. Inclusive education rejects dichotomies and discrimination because children are seen as having equal dignity and worth. Likewise with children with special needs such as autism, down syndrome, attention deficit hyperactivity disorder and other physical, mental and neurological obstacles. Differences in treatment encourage the presence of accompanying teachers for children with special needs at every school level. This qualitative study uses a narrative descriptive approach to explore the importance of accompanying teachers in supporting learning assistance for children with special needs. Data was obtained through field observations, interviews and documentation of 4 accompanying teachers with social work laboratory backgrounds and 2 class teachers at the school. The findings were obtained in conjunction with the data analysis process by the author as the main research instrument, seeing that accompanying teachers reflect each child's profile to accommodate needs, support learning and improve children's self-development skills activities.

Self-regulation of Shadow Teacher for Autism Children in Sekolah Luar Biasa (SLB) Khusus Autis Permata Hati Manado

This is a qualitative research that wanted to know about the Self-Regulation of Shadow Teacher for Autism Children especially for those who teach ini Sekolah Luar Biasa (SLB) Khusus Autis Permati Hati Manado. The role of shadow teacher is important in the process of learning for children with autism, because one teacher can't help more than one student. The subject in this research are 2 shadow teachers that help autism children during their time at school. In general the result shows that they both have the concept of working, self-understanding, have enough self-control, but they both have lack of avoiding crisis ability. They realize that they are often affected by the situation and people around them and it's also affected how they work at school. The ability of self-regulation can help them to manage their work and life balance so it will not bring negative effect on each side.

Elementary teachers’ pedagogical competencies in supporting students with learning difficulties

<span lang="EN-US">Pedagogical competency is one of four competencies that all teachers need to be proficient within the Indonesian National Teaching Standards. Yet, there is limited understanding of how these competencies relate to inclusive education practice. This study used a combination of survey and interview data to explore the pedagogical skills of elementary teachers working in inclusive schools. Survey data showed that teachers utilized a range of accommodations and modifications within their classrooms to assist them to be inclusive of all students. These accommodations and modifications were often associated with support from other persons (e.g., shadow teacher, parents, peers). While teachers expressed frustration with the learning of students, interview data found that teacher frustration was more about their perceived inability to meet the needs of students. Directions for on-going work to investigate and enhance teacher pedagogical competence within the context of inclusive education Indonesia are discussed.</span>

Pengembangan kompetensi guru pendamping anak usia dini berkebutuhan khusus dengan autism spectrum disorder (ASD)

A teacher is a person who has academic competence and qualifications as a learning agent, provides knowledge, provides guidance and direction to students according to their scientific field, and will make students intelligent, smart, able to understand the knowledge that has been taught and has broad and critical thinking insights. Shadow teachers are teachers who work directly and face to face with children and assist the class teacher. The presence of a shadow teacher is very helpful in conditioning the class when the class teacher is providing lessons and explanations to students. Shadow teacher will deal with one student with special needs. Competency standards for shadow teachers meet three criteria, pedagogical standards, personality standards and professional standards. To become an shadow teacher, you need a supportive academic education, having an educational certificate at the level of D-IV/S1 PGTK or psychology or other relevant education. Or a diploma D-II PGTK from an accredited study program. The need for shadow teachers who are really needed by inclusive schools is not yet balanced with the number of students with special needs in schools. Apart from that, shadow teachers have not been provided with adequate training. This research was carried out through a literature review with a qualitative approach. The systematic review process uses various literature reviews and articles from national scale scientific journals. The analysis obtained from the study is that training is needed to support the competence of accompanying teachers in the process of teaching students with special needs. The training required is 1) explanation of inclusive education, 2) children with special needs and their characteristics and diversity, 3) growth and development of children with special needs, 4) how to provide stimulation to children with special needs, 5) how to care for and protect children with special needs, 6 ) create an individual learning program. The number of shadow teachers currently in Samarinda city inclusive schools is not yet comparable to the inclusion schools that have been decreed by the Mayor.

Psychoeducation For Parents and Shadow Teachers: Managing Tantrum Behavior in Children With Special Needs

Tantrum behavior in children with special needs represents challenging behavior with deliberate intent and purpose. This tantrum behavior manifests within the school environment and frequently emerges at home. This behavior often leaves parents overwhelmed by ineffective management. Tantrum behavior impacts the child’s learning experience within the school setting. Limited understanding of tantrum behavior management among parents and shadow teachers can lead to either neglect or inadvertent reinforcement of such tantrum behaviors. Given the pivotal roles of parents as primary educators at home and shadow teachers as companions within the school, both play as agents of change in molding the child’s adaptive capabilities. This research aims to support parents and teachers in enhancing their comprehension of managing tantrum behaviors in children with special needs through psychoeducational interventions. The research participants comprise a community of parents and shadow teachers associated with children with special needs at an inclusive school in Malang City. This study presents an experimental approach using a one-group pretest and posttest design. The intervention outcomes reveal a highly significant distinction between the scores of tantrum behavior management knowledge before and after undergoing psychoeducational intervention (Z = –4.160; P = 0.000). Knowledge regarding tantrum behavior management after participating in psychoeducational interventions falls within the “high” category (68.2%). According to research participants, the perceived usefulness of psychoeducational interventions is gauged as somewhat beneficial (45.5%) and highly beneficial (54%). The subjects’ perception of the feasibility of implementing psychoeducational interventions varies, with a high level of confidence (36.4%), a moderate level of confidence (50%), and a sense of uncertainty or doubt (13.6%). Keywords: community, parents of children with special needs, psychoeducation,

The Role of Shadow Teacher in Inclusive School: A Literature Review

The importance of the role of special assistant teachers in inclusive schools is interesting to learn, especially in assisting children with special needs this article aims to examine the role of shadow teachers in inclusive schools. The article used in this literature review is an article obtained through Google Scholar by entering the keywords shadow teacher and inclusion school. Based on the results of a literature review of national and international articles that have been conducted, researchers found that there are several roles of special assistant teachers, including planning individual planning programs (PPI), designing assessments and mentoring strategies, modifying teaching materials, and coordinating with other teachers and parents.

BENTUK PEMBELAJARAN KHUSUS UNTUK ANAK BERKEBUTUHAN KHUSUS BERSIFAT SEMENTARA DI RA SYIHABUDDIN

This study aims to determine the use of individual learning forms for temporary ABK at RA Syihabuddin Dau Malang. The background to this research concerns the issue of special education for children with special needs at RA Syihabuddin using individual learning created independently by the school. The research method used in this research is a qualitative method with a case study type of research because there is only one subject to be studied. Data collection techniques used were interviews, observation and documentation. while the data analysis techniques used are data reduction, data presentation, and drawing conclusions. Data validity testing uses the triangulation method of interviews, observation and documentation to obtain accurate comparisons.Based on the results of research conducted by researchers, it was concluded that the stages of planning Individual Learning Forms for ABK carried out by RA Syihabuddin only went through two stages, namely recommendation and placement. After planning, the conclusion in implementing the Individual Learning Form for ABK is carried out in accordance with the Individual Learning Form procedure for ABK where learning activities are carried out individually by the shadow teacher but also by paying attention to collaboration with the teacher. Furthermore, learning evaluation is carried out by continuing the activity when the next activity has been achieved and repeating the previous activity if it has not been achieved in accordance with the implementation of the individual specific learning evaluation.

影子教师的国际经验对我国的本土启示

影子教师的国际经验对我国的本土启示

Student Management in Inclusive Education in Improving the Quality of Graduates (Multicase Study at SDN Betet 1 Kediri City and MI Unggulan Darussalam Gembongan Ponggok Blitar)

The aim of this research is to describe in depth 1) the process of accepting new students in improving the quality of graduates. 2) coaching and developing students in inclusive education in improving the quality of graduates. 3) supervision of students in inclusive education in improving the quality of graduates. This research uses descriptive qualitative research methods with absolute participation of the researcher. Data was taken from informants or primary data sources including: school principals, inclusion teachers, regular teachers, shadow teachers, student guardians and therapy officers as well as educational staff at both loci, as well as informants from the PLA (Autism Service Center). Accepting new students to improve the quality of graduates in inclusive education at these two educational institutions, all students who register will be accepted without selection. Next, a classification is held based on student competency and grouped into regular and inclusion classes. For those who are detected to have special needs, an assessment will be carried out by the therapist assigned to SDN Betet 1 Kediri. Meanwhile, MI Unggulan was handed over to PLA Blitar for further observation. Meanwhile, the guidance and development of students is carried out intensively, both co-curricular and extra-curricular, based on the students’ abilities and adhering to the 2013 curriculum. The evaluation carried out is adjusted to the stages set so that the graduation of students with special needs becomes a priority. Meanwhile, in carrying out supervision and evaluation in filtering the quality of graduates using various methods, including control and supervision by the Head of the Madrasah, from the intense coaching, this madrasah is also able to maintain itself as a superior madrasah in the city of Blitar and 100% of its graduates continue on to higher education, both state and private.

Problematika Shadow Teacher Dalam Membantu Proses Pembelajaran Pendidikan Agama Islam Bagi Anak Berkebutuhan Khusus di SD Lebah Pembelajar

Based on observations that have been made by researchers at Lebah Pembelajar Mandiangin Koto Selayan Elementary School, it shows that in helping the learning process of Islamic Religious Education for children with spesial needs there are problems in it. The purpose og this researchh is to find out that problems a shadow teacher experienced. This research is a descriptive qualitative research with interviews, observation and documentation. Data collection techniques, data reduction, data presentation and conclusion. Based on the result of the research that has been done, it can be concluded that shadow teacher experience problem in helping chidren with spesial needs, namely the problem of providing material, achieving learning objective, giving motivation, supervising the concentartion of children, controlling children’s behavior and problem in collaborating with parent of children with special needs, the efforts made and the importance of establising good cooperation and communication in very obstacle experienced, namely cooperation with the homeroom teacher of class 4. Islamic religious education subject teachher, the principal and of course communication related to the child’s problems to the child’s parents.

The Efforts of Handling English Learning Process for Inclusive Students at Elementary Schools in Bengkulu City

The objectives of this research were to determine the efforts of handling English learning process for inclusive students at elementary schools in Bengkulu City. This study used qualitative method. The objects of this study were SD Alam Mahira Bengkulu and SDIT Al Aufa Bengkulu. The data were analyzed by using the procedures of Miles and Huberman (2014) namely; data reduction, display data, and Verification and conclusion. The results of this study showed that; (1) there were the efforts of handling English learning process for inclusive students at elementary schools in Bengkulu City such as conducting assessments, carrying out individual learning and therapy. (2) the obstacles in dealing with inclusive students found on teacher resources, lack of cooperation between parents and schools, and the emotional condition of inclusive students, (3) schools’ efforts make to deal with inclusive students were conducted by providing training for teachers and shadow teachers and the existence of special guidance teacher or inclusion coordinator. In conclusion the presence of inclusive students means that schools must be able to provide more efforts to ensure that all students receive services that are appropriate to their needs and abilities.
 Keywords: Effort, Elementary Schools, Handling, Inclusive Students

Biology Learning for Students with Special Needs in Bengkulu City

This study aims to find out how the learning process of children with special needs in the Alam Mahira school is depicted and what are the problems in Biology learning for children with special needs and to find out the Implementation of Biology Learning for Students with Special Needs at Alam Mahira High School, Bengkulu City. Method: This type of research is a qualitative case study method. This study observed the implementation of the Biology learning process for students with special needs. Data and data sources in this study consist of primary data (Biology teachers and students) and secondary data (syllabus and lesson plans). Results: The results of this study indicate that in the general learning process of students with special needs at Alam Mahira High School, Bengkulu City, the learning process for children with special needs or autism does not have an accompanying teacher or Shadow teacher, meaning that these students are already independent because they are already in a high class. However, in the teaching and learning process these students because one of the characteristics of children with special needs is difficulty in social forms, so that in the teaching and learning process they are not associated with their friends, even though they are in the same class . However, children with special needs have a learning system using tutorials and the methods they use are tutorials in nature. This children with special needs student, even though he is children with special needs, but his background or interest is indeed cognitive, meaning that he does have a tendency to like learning, because indeed the children with special needs child really likes cognitive science, because the children with special needs student at Alam Mahira High School is indeed more interested in cognitive science. other sciences such as art and so forth. Conclusion: the results of the observations of the researcher and the accompanying teacher specifically helping the children with special needs, namely the biology teacher, said that the child generally has a very high tendency in the cognitive domain. This can be seen from the results of the report cards of children with special needs students whose grades are good.

Guru Pembimbing Khusus (GPK) di Sekolah Inklusi Palangka Raya

Inclusive schools provide opportunities for Children with Special Needs/ Anak Berkebutuhan Khusus (ABK) to study in public schools, and Shadow Teacher/ Guru Pembimbing Khusus (GPK) are an important part of implementing this inclusive school program. This research was conducted to analyze the role and implementation of GPK in Palangka Raya. The results of this study able to applied in inclusive school system and optimize GPK in carrying out their duties in class. The research methodology used is qualitative research and data analysis uses thematic analysis with an inductive approach. The results of this study are, first the role of GPK includes the learning process and encourages social acceptance in the classroom. Second, the pattern of interaction between GPK, schools, and parents influences the optimization of ABK learning at school. Third, GPK has emotional attachment and empathy towards ABK and parents. The conclusion of this study is that there is no standardized procedure for GPK to carry out their duties, but in general GPK is able to do their tasks with the support of their resources. In addition, the pattern of interaction between GPK, parents and schools basically influence the implementation of inclusive education in schools.

Enhancing Knowledge and Practices for Inclusive Education: A Community Engagement Program for Early Detection and Intervention in Elementary School Students' Development


 
 
 
 
 
 
 
 
 
 
 
 This scientific article presents the outcomes of a community engagement program conducted in collaboration with SD Muhammadiyah 01 Candi Labschool UMSIDA in Sidoarjo District, Indonesia. The program aimed to enhance the knowledge and practices of 22 regular teachers, 8 shadow teachers, and 3 educational staff members regarding early detection and intervention strategies for elementary school children, particularly those with special needs. The program, led by the Department of Physiotherapy and Primary School Teacher Education at Muhammadiyah University Sidoarjo, utilized a two-way lecture method, demonstrations with visual media, and mentorship in creating visually-based learning models. The program successfully increased the participants' understanding of stimulation, early detection, and the importance of attention to the learning needs of children with special needs through visual-based learning models. The evaluation of the program's effectiveness and satisfaction levels was conducted throughout its implementation, with the opportunity to modify methods if deemed ineffective. The implications of this community engagement initiative are relevant to professionals and researchers in the field of inclusive education worldwide, providing valuable insights for enhancing educational practices and fostering the development of diverse learners in elementary school settings.
 Highlight:
 
 Early detection for timely intervention
 Enhancing teacher knowledge in inclusive education
 Visual-based learning for special needs student
 
 Keyword:
 Early Detection, Inclusive Education, Teacher Knowledge, Visual-Based Learning, Special Needs
 
 
 
 
 
 
 
 
 
 
 

Enhancing Knowledge and Practices for Inclusive Education: A Community Engagement Program for Early Detection and Intervention in Elementary School Students' Development


 
 
 
 
 
 
 
 
 
 
 
 This scientific article presents the outcomes of a community engagement program conducted in collaboration with SD Muhammadiyah 01 Candi Labschool UMSIDA in Sidoarjo District, Indonesia. The program aimed to enhance the knowledge and practices of 22 regular teachers, 8 shadow teachers, and 3 educational staff members regarding early detection and intervention strategies for elementary school children, particularly those with special needs. The program, led by the Department of Physiotherapy and Primary School Teacher Education at Muhammadiyah University Sidoarjo, utilized a two-way lecture method, demonstrations with visual media, and mentorship in creating visually-based learning models. The program successfully increased the participants' understanding of stimulation, early detection, and the importance of attention to the learning needs of children with special needs through visual-based learning models. The evaluation of the program's effectiveness and satisfaction levels was conducted throughout its implementation, with the opportunity to modify methods if deemed ineffective. The implications of this community engagement initiative are relevant to professionals and researchers in the field of inclusive education worldwide, providing valuable insights for enhancing educational practices and fostering the development of diverse learners in elementary school settings.
 Highlight:
 
 Early detection for timely intervention
 Enhancing teacher knowledge in inclusive education
 Visual-based learning for special needs student
 
 Keyword:
 Early Detection, Inclusive Education, Teacher Knowledge, Visual-Based Learning, Special Needs
 
 
 
 
 
 
 
 
 
 
 

Contextualizing inclusion policy: views from Jordanian special education teachers

Jordan’s 2017 Public Law No. 20, Rights of Persons with Disabilities Act has given rise to a renewed focus on inclusive education. Using a qualitative comparative case study design, the purpose of this study was to examine factors impacting how schools in Jordan are defining, interpreting and enacting inclusion. Four shadow teachers working in schools to promote inclusive education participated in interviews and weekly journaling prompts. Data were analyzed using cultural–historical activity theory (CHAT) and sensemaking. Results showed support for inclusion by the community when there are adequate resources and supportive administration. Additionally, the shadow teachers have taken on a progressive role as coaches to general education teachers, while promoting social inclusion. This study establishes the utility of CHAT and sensemaking in global research on inclusive practices. The results provide areas of strength in Jordanian schools that should be built on to increase inclusion of students with disabilities.

Psikoedukasi Bagi Guru Pembimbing Khusus (GPK) dalam Pengelolaan Emosi dan Keyakinan Diri Mendampingi Anak Berkebutuhan Khusus di Sekolah Inklusi

Teachers are essential for children with special needs, especially shadow teachers. The GPK's duties and responsibilities are to guide and direct children with special needs during inclusive schools' teaching and learning process. However, sometimes shadow teachers feel helpless, irritable, anxious, easily give up when faced with challenging assignments, and are slow to recover feelings of ability after experiencing failure. Therefore, understanding and psychoeducation are needed for teachers to increase their self-confidence. Psychoeducation aims to increase understanding regarding appropriate methods of managing emotions and increase self-confidence in dealing with children with special needs. Psychoeducation was delivered by lecture method. This series of activities consisted of several sessions. The first session was an introduction and an explanation of the purpose of psychoeducational activities so that activities were more focused. The next session provided material related to emotional management and self-confidence. The participants in this activity were 18 Special Guidance Teachers in the City of Padang. Measurement of emotion regulation refers to Thompson (1994), with a reliability value of 0.701. Self-efficacy measurement is based on the concept put forward by Bandura (1997), with a reliability value of 0.842. After receiving psychoeducation, 18 subjects (100%) were in the high category, and there were no subjects with low or moderate categories on emotion regulation and self-confidence.

Some Global Experiences of Preparing the Shadow TEACHER and Their Importance in Developing a Proposed Program to Prepare It Locally

The renewal of teacher preparation programs and following a policy of teacher selection and education is the cornerstone of education reform, because the quality of education cannot be better than that of teachers. Therefore, the development of teacher preparation programs was necessary to achieve the desired development in the educational system. Considering the importance of children with special needs and their right to receive a comprehensive education at a high level of quality, the state aimed to pass laws guaranteeing the rights of these children with special needs. The issuance of the right to these children is Ministerial Decree No. 42 of 2015. He stressed the need for educational assistant teacher/ shadow teacher with some cases that allow the school after the necessary tests to be accepted within the general education system, to ensure the optimal functioning of the educational integration process, it is necessary to prepare and qualify the shadow teacher to perform his role well and effectively, so in this research, some international experiences that were concerned with preparing and qualifying the shadow teacher and trying to benefit from them in preparing a proposed vision for a program to prepare the shadow teacher are presented.

EVALUATION OF INCLUSIVE EDUCATION PROGRAM IMPLEMENTATION

This study aims to evaluate the inclusive education program at SDN 14 Jatinegara Kaum, East Jakarta. Descriptive qualitative research method with the CIPP model (context, input, process, product). Sources of informants consisted of school principals, Curriculum/Student Affairs Section, Special Assistance Teachers, Shadow Teachers, Class Teachers, Guardians of Inclusive Students. Research using interviews, observation, documentation. Then the data were analyzed by reduction, presentation and conclusion. Based on the research, the results were obtained: In the context aspect, Vision, mission and objectives are not yet in favor of inclusive students. In the input aspect, financing and infrastructure do not support the inclusion program. In the process aspects of the teaching and learning process and assessments are not maximized, inclusion students still experience difficulties in following learning and the assessment process are still the same as regular students. In the product aspect the results of the inclusive program research are not maximized, because they place more emphasis on non-academic (self-help, social development) but there are still deficiencies in reading development and menus.

Shadow Teacher Training for Autistic Children at Raudhatul Athfal Ashabul Kahfi, Parepare City

Shadow teacher training for autistic children aims to increase the knowledge and abilities of educators, especially Kindergarten teachers/Raudhatul Athfal in developing shadow teacher learning tools for autistic children. This training was held on November 5, 2022 for four days and assistance was provided for making individual learning programs. The initial stage of the training reviews the importance of accompanying teachers, because it will motivate autistic children to be more focused and programmed in learning activities. The second stage of the training is to explain and describe the main tasks and responsibilities of the accompanying teacher. The third stage of the training is the practice of how to shadow teacher therapy for autistic children. The final stage of the training is evaluation, this activity is intended as an indicator of the success of the training. The results of this training found that core teachers were increasingly skilled in handling and able to treat autistic children and know the responsibilities of the shadow teacher.