RECRUITMENT OF SHADOW TEACHERS BY PARENTS IN SUPPORTING INCLUSIVE LEARNING (CASE STUDY AT KINDERGARTEN NEGERI PEMBINA 1 MALANG CITY)

Riska Dwi Romina, Juharyanto Juharyanto

Abstract


This study aims to analyze the role of parents in the procurement of special assistant teachers (shadow teachers) as a form of support for the learning of children with special needs in Kindergarten Negeri Pembina 1 Malang City. This study uses a qualitative approach using a case study method, where data is collected by observation and interviews with parents, teachers, and principals. Data analysis is carried out by data reduction techniques, data presentation, and conclusion drawn. The results of the study show that parents have an active role in the procurement of special assistant teachers (shadow teachers) due to the limited number of inclusion educators in schools. The main reason for the procurement of shadow teachers by parents is to ensure that children with special needs receive optimal assistance in learning, encourage children's social interaction at school, and bridge communication between teachers and children with special needs. Obstacles include additional costs incurred, limited competent support staff, and lack of regulations governing the role of shadow teachers in inclusive schools. The results of this study confirm that the procurement of special assistant teachers (shadow teachers) by parents is a strategic solution in supporting inclusive education at Kindergarten Negeri Pembina 1 Malang City. Therefore, a clearer policy is needed from schools and also the government in supporting the existence of special assistant teachers (shadow teachers) so that inclusive education can run more effectively and sustainably.

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References


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