Abstract
Inclusive education mandates that learners with disabilities (LWD) attend regular schools instead of special education schools. In the Philippines, while schools started to accept more LWD to study alongside the typical students, support provisions are placed to ensure that educational goals are being met. One such provision is the employ of special education teachers as a “shadow teacher”, a one-on-one learning support provider to LWD inside the classroom. This study aimed to determine the teaching practices and priorities of shadow teachers in the regular classrooms. Through phenomenology, data were collected from the lived experiences of six special education teachers who are employed as shadow teachers for more than five years in inclusive schools in Metro Manila. Data were garnered through interviews, observations, and document analysis which were analyzed thematically. The results show that these shadow teachers make use of techniques in (1) curricular and instructional design, (2) behavior management and safety, (3) psychosocial development, and (4) collaboration with parents and school. These reflected that despite collaborating with other teachers in the regular classroom, the shadow teacher acts as the main teacher of the LWD, working beyond being a learning support provider.
Author Information
Janine S. Buenrostro-Jocson, Far Eastern University, Philippines
Paper Information
Conference: SEACE2024
Stream: Teaching Experiences
This paper is part of the SEACE2024 Conference Proceedings (View)
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To cite this article:
Buenrostro-Jocson J. (2024) Special Education and Shadow Teaching: Practices and Experiences in the Philippines ISSN: 2435-5240 The Southeast Asian Conference on Education 2024: Official Conference Proceedings https://doi.org/10.22492/issn.2435-5240.2024.40
To link to this article: https://doi.org/10.22492/issn.2435-5240.2024.40
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