The Role of Shadow Teachers For Supporting Learning Assistance on Children with Special Needs in Inclusive Early Childhood Education
DOI:
https://doi.org/10.31958/jies.v4i1.12298Keywords:
Children With Special Needs, Inclusive Education, Shadow TeacherAbstract
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.
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Rahayu, T. (2017). Burnout dan Koping Stres Pada Guru Pendamping (Shadow Teacher). Psikoborneo, 5(2), 192–198.
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Yuwono, I. (2018). Shadow Teacher Social Interaction Problem in SDN of Gadang 2 Banjarmasin. 147(Icsse 2017), 145–148.
Zakia, D. L. (2015). Guru Pembimbing Khusus (GPK): Pilar Pendidikan Inklusi. Prosiding Seminar Nasional Pendidikan.
Adinda Elvia Hidayat, L. N. (2023). CERIA (Cerdas Energik Responsif Inovatif Adaptif) Pendidikan Inklusif: Peran Guru Pendamping Di Taman Kanak-Kanak Marhamah Kiducition. Jurnal Pendidikan Akuntansi Indonesia, 6(6), 2614–6347.
Aini, M., & Fitria, R. (2021). Character Education Management in Improving Education Quality in State Senior High School. Journal of Islamic Education Students (JIES), 1(2), 66. https://doi.org/10.31958/jies.v1i2.2972
Ansari, M. I., Barsihanor, B., & Nirmala, N. (2021). Peran Guru Pendamping Khusus Dalam Mengembangkan Emosional Anak Autisme di Kelas 1 A SDIT Al-Firdaus Banjarmasin. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 6(1), 21. https://doi.org/10.35931/am.v6i1.418
Ardhi, A. S., & Warmansyah, J. (2023). Optimalisasi Hafalan Al-Qur’an Anak Usia Dini: Studi Penerapan Metode Talaqqi Di Mdta Masjid Istighfar Koto Tuo, Limapuluh Kota. JOEAI (Journal of Education and Instruction), 6(2), 376–385.
Arif Widodo, U. U. (2020). Inclusive Primary Schools Without Shadow Teachers: Can Learning Services be Optimal? Jurnal Educative: Jurnal of Educational Studies, 5(2), 149–163.
Aulia, M., & Amra, A. (2021). Parent’s Participation in Improving the Quality of Education in Elementary Schools. Journal of Islamic Education Students (JIES), 1(2), 58. https://doi.org/10.31958/jies.v1i2.3004
Azmi, S. S. U., & Nurmaya, T. E. (2020). Peran Guru Pendamping. Jurnal Pendidikan Dan Agama Islam, 3(1), 60–77.
Elina, R. (2021). Journal of Islamic Education Students The Effect of Administrative Services on Students’ Satisfaction. JIES: Journal of Islamic Education Students, 1(1), 39–47.
Fina Septi Aristya, Sowiyah, R. R. (2024). The Role of Shadow Teacher in Inclusive School: A Literature Review. International Journal of Current Science Research and Review, 07(01), 602–608. https://doi.org/10.47191/ijcsrr/v7-i1-58
Hamid, A., Irshad-Ullah, H. M., & Faiz, Z. (2020). Role of Shadow Teacher in the provision of Academic and Social Support for Children with Special Needs at Inclusive Schools. Journal of Inclusive Education, 4(1), 129–144.
Liani, S., Barsihanor, B., & Hafiz, A. (2021). Peran Guru Pendamping Khusus pada Program Layanan Pendidikan Inklusi di TK Idaman Banjarbaru. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 3(1), 7. https://doi.org/10.35473/ijec.v3i1.828
Marwiyati, S., & Kinasih, A. S. (2022). Shadow Teacher dalam Proses Pembelajaran Anak Usia Dini di Lembaga Raudlatul Athfal. Journal of Early Childhood and Character Education, 2(1), 29–46. https://doi.org/10.21580/joecce.v2i1.10674
Mulyani, G. (2016). Pelaksanaan Tugas Pokok Guru Pendidik Khusus di Sekolah Penyelenggara Pendidikan Inklusif. Jurnal Ilmiah Pendidikan Khusus, 5(1), 1–13.
Nasir, A., Winarni, I., & Lestari, R. (2019). the Experience of Shadow Teachers in Helping Children Wth Special Needs in Telogo Patut Elementary School I Gresik. Journal of Nursing Science Update (JNSU), 6(1), 1–9. https://doi.org/10.21776/ub.jik.2018.006.01.1
Neophytou, E., Manwell, L. A., & Eikelboom, R. (2019). Effects of Excessive Screen Time on Neurodevelopment, Learning, Memory, Mental Health, and Neurodegeneration: a Scoping Review. International Journal of Mental Health and Addiction, 724–744. https://doi.org/10.1007/s11469-019-00182-2
Nisa, U. (2021). Stigma Disabilitas di Mata Orang Tua Anak Difabel di Yogyakarta. Inklusi, 8(1), 75. https://doi.org/10.14421/ijds.080106
Nisa, U. (2022). Interaksi Digital sebagai Alternatif Pembelajaran Bagi AUD Berkebutuhan Khusus di RA Ulumul Qur’an Al Madani Banjarbaru. Annual Conference on Islamic Early Childhood Education (ACIECE), 6, 47–54.
Nisak, F. F., Munawaroh, H., & Abbas, S. (2022). The Effect of “ Kids Moderations ” Interactive Multimedia on Religious Moderation Attitudes in Early Childhood. Indonesian Journal of Early Childhood Education Research, 1(1), 38–47. https://doi.org/10.31958/ijecer.v1i1.5811
Qiftiyah, M., & Calista, W. (2021). Shadow Teacher For Special Needs Students : Case Study Class VI Taman Muda Ibu Pawiyatan. Jurnal Aplikasi Manajemen, 13(1), 26–35.
Rahayu, T. (2017). Burnout dan Koping Stres Pada Guru Pendamping (Shadow Teacher). Psikoborneo, 5(2), 192–198.
Sakina, M. W. R., & Sukiatni, D. S. (2020). The Role Of Shadow Teacher To Reduce Social Aggressiveness In Class 1 Students Elementary School. Proceedings of The ICECRS, 8, 1–7. https://doi.org/10.21070/icecrs2020426
Setiawan, B., & Rahman, M. (2023). Shadow Teacher Program As a Learning Companion for Inclusive Children / Children With Special Needs. 11(01), 84–93.
Sumayya. (2023). Expected Roles , Responsibilities And Interdependency Between A Shadow Teacher And A General Teacher In Mainstream. Amity International Journal of Teacher Education (AIJTE), 9(1).
Thakur, I., & Abbas, F. (2017). Inclusive Education in Punjab: Challenges and Way Forward. Journal of Inclusive Education, 1, 15–26.
Turrahmi, M., & Amra, A. (2021). Implementing Student Management for Children with Special Needs in Special Schools. JIES: Journal of Islamic Education Students, 1(1), 1–9.
Uswatun Nisa, & Vera Wati. (2022). Dilema Guru PAUD Inklusi Terhadap Kompleksitas ABK: Antara Tantangan dan Keniscayaan. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 3(2), 16–27. https://doi.org/10.19105/kiddo.v3i2.6603
Wardah, E. Y. (2019). Peranan Guru Pembimbing Khusus Lulusan Non-Pendidikan Luar Biasa (PLB) Terhadap Pelayanan Anak Berkebutuhan Khusus di Sekolah Inklusi Kabupaten Lumajang. Jurnal Pendidikan Inklusi, 2(3), 93–108.
Warmansyah, J., Yuningsih, R., Sari, M., Solin, S. S., Violanimas, E., Deska, G. Y., & Rahmi, D. A. (2023). Utilization of Student Potential as Volunteers in Religious Social Activities in a Surau Jho. Dedikasi PKM, 4(2), 265–272.
Wilyanita, N., Herlinda, S., & Wulandari, D. R. (2022). Efektifitas Peran Guru Pendamping (Shadow Teacher) Anak Hiperaktif Dalam Proses Pembelajaran. Jurnal Pendidikan Dan Konseling, 4, 1349–1358.
Yuwono, I. (2018). Shadow Teacher Social Interaction Problem in SDN of Gadang 2 Banjarmasin. 147(Icsse 2017), 145–148.
Zakia, D. L. (2015). Guru Pembimbing Khusus (GPK): Pilar Pendidikan Inklusi. Prosiding Seminar Nasional Pendidikan.
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2024-05-31
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Nisa, U., Zain, A., & Rahmah, A. (2024). The Role of Shadow Teachers For Supporting Learning Assistance on Children with Special Needs in Inclusive Early Childhood Education. Journal of Islamic Education Students (JIES), 4(1), 32–42. https://doi.org/10.31958/jies.v4i1.12298
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