Bridging The Gaps: The Multi-Faceted Roles Of Shadow Teachers In Early Childhood Inclusive Classrooms

Abstrak

Inclusive education requires appropriate support for children with autism who experience difficulties in communication, social interaction, and behavior, making individualized assistance essential. This study aims to describe the roles of shadow teachers in assisting autistic children aged 5–6 years within the context of early childhood inclusive education. This research employed a qualitative descriptive approach. The research subjects consisted of two shadow teachers and two autistic children aged 5–6 years. Data were collected through interviews, observations, and documentation, while data analysis used the Miles and Huberman model, encompassing data collection, data reduction, data presentation, and conclusion drawing. Data validation was conducted through source triangulation, technique triangulation, and time triangulation. The findings revealed that shadow teacher roles encompassed five main aspects: academic assistance, behavioral assistance, social assistance, collaboration, and evaluation. Key barriers identified included limited pedagogical backgrounds among shadow teachers, unpredictable tantrum intensity, and insufficient structural support from the institution. A distinctive dynamic observed was the sensory habituation-based and emotion-regulation-centered assistance pattern that is uniquely characteristic of early childhood settings. Shadow teachers play an important and complex role in supporting the learning and development of autistic children in early childhood inclusive classrooms.

Kata kunci

• autism spectrum disorder
• early childhood education
• inclusive education
• shadow teacher