Inclusive education mandates that learners with special educational needs (LSEN) attend regular schools instead of special education schools. In the Philippines, while schools started to accept more LSEN 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 LSEN 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 LSEN, working beyond being a learning support provider.

Authors:
Janine Buenrostro-Jocson, Far Eastern University, Philippines

About the Presenter(s)
Ms. Janine is currently working as a professor in the Institute of Education-Undergraduate Studies, in Far Eastern University Manila, teaching courses in Special Needs Education and General Education.

See this presentation on the full schedule – Sunday Schedule

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