Abstract :

The importance of the role of special assistant teachers in inclusive schools is interesting to learn, especially in assisting children with special needs this article aims to examine the role of shadow teachers in inclusive schools. The article used in this literature review is an article obtained through Google Scholar by entering the keywords shadow teacher and inclusion school. Based on the results of a literature review of national and international articles that have been conducted, researchers found that there are several roles of special assistant teachers, including planning individual planning programs (PPI), designing assessments and mentoring strategies, modifying teaching materials, and coordinating with other teachers and parents.

---

Keywords :

Inclusive schools, Literature Review, Shadow teachers

---

References :

1. Yunitasari, S.E., Emelda., Nofrianto, R., Heryani, Y., Eliyanah., & Hafid, Y. 2024. Peran Guru Pendamping Khusus Dalam Mendukung Program Inklusi di TKIT Lentera Insan CDEC Depok. AKSARA: Jurnal Ilmu Pendidikan Nonformal, 10(1). DOI: http://dx.doi.org/10.37905/aksara.10.1.347-352.2024
2. Hildebrandt, S.A. & Eom, M. 2011. Teacher Professionalization: Motivational Factors and the Influence of Age. Teaching and Teaching Education, 27, 416-423. http://dx.doi.org/10.1016/j.tate.2010.09.011
3. Wardani, E.S., Sowiyah., & Ambarita, A. 2018. Kinerja Guru Pendamping Khusus SD Inklusif. Jurnal Manajemen Pendidikan FKIP Unila. Universitas Lampung. ISSN e-ISSN: 2716-4616 | p-ISSN 2302-1772
4. Putra, P.H. (2021). Pendidikan Islam untuk Anak Berkebutuhan Khusus (Kajian Tentang Konsep, Tanggung Jawab dan Strategi Implementasinya). Fitrah: Journal of Islamic Education, 2(1), 80-95.
5. Faz, G.O. & Hafid, I. 2023. Guru Pembimbing Khusus (GPK) di Sekolah Inklusi Palangka Raya. TUNAS : Jurnal Pendidikan Guru Sekolah Dasar, 8(2), 47-64.
6. Firli, I., Widyastono, H., & Sunardi, B. 2020. Analisis Kesiapan Guru Terhadap Program Inklusi. BEST Journal (Biology Education, Sains and Technology), 3(1), 127–132. https://doi.org/10.30743/best.v3i1.2488
7. Amaliah, I., & Sudihartinih, E. 2019. Pengembangan Bahan Ajar Konsep Pecahan Berbantuan Multimedia Untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa Di Sekolah Inklusif. Jurnal Pendidikan, 4(2).
8. Afrianti, L., Ridwan, Hariri, H., Rini, R., & Sowiyah. 2020. Principals Role in Inclusive Education: A Literature Review. International Journal of Current Science Research and Review, 3(12), 271-284. https://doi.org/10.47191/ijcsrr/V3-i12
9. Wilyanita, N., Herlinda, S., & Wulandari, D.R. 2023. Efektifitas Peran Guru Pendamping (Shadow Teacher) Anak Hiperaktif Dalam Proses Pembelajaran. Jurnal Pendidikan dan Konseling, 5(1).
10. Arianti, R., Sowiyah., Handoko., & Rini, R. 2022. Learning Of Children With Special Needs In Inclusive Schools. JOSR: Journal of Social Research, 2(1).
11. Qiftiyah, M., & Calista, W. 2021. Shadow Teacher for Special Needs Students: Case Study Class VI Taman Muda Ibu Pawiyatan Yogyakarta. EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, 13(1), 26–35. https://doi.org/10.17509/eh.v13i1.262 73
12. Widodo, A., & Umar, U. 2020. Inclusive Primary Schools Without Shadow Teachers: Can Learning Services be Optimal? Jurnal Educative: Journal of Educational Studies, 5(2), 149. https://doi.org/10.30983/educative.v5i 2.3196
13. Yuwono, I., Utomo, M., & Pratomo Andi Widodo, A. 2018. Shadow Teacher Social Interaction Problem in SDN of Gadang 2 Banjarmasin. 147(Icsse 2017), 145–148. https://doi.org/10.2991/icsse-17.2018.34
14. Adawiyah, R., Aini, N., & Lestari, W.M (2022). Studi Kasus Peran Shadow Teacher Pada Blended Learning Di Sdi Al-Chusnaini Kloposepuluh Sukodono. Lintang Songo : Jurnal Pendidikan, 5(2).
15. Rosita, T. 2020. Kompetensi Guru Pembimbing Khusus Dengan Pengajaran Kolaboratif. INSANIA : Jurnal Pemikiran Alternatif Kependidikan, 25(2), 199–209. https://doi.org/10.24090/insania.v25i2.3799
16. Staub, D., & Peck, C. 1995. What are the outcomes for non-disabled students. Educational Leadership, 52 (4), 36-41.
17. (2021). Pendidikan Inklusif (Konsep dan Implementasi) (2nd ed.). Ngemplak, Indonesia: Graha Ilmu.
18. 2017. A guide for ensuring inclusion and equity in education. Paris: United Nations Educational, Scientific and Cultural Organization.
19. Subba, A.B. 2019. Supporting students with disability in schools in Bhutan: perspectives from school principals. Int. J. Educ.,23(1), pp. 42–64, doi: 10.1080/13603116.2018.1514744.
20. Sudjak, S. 2018. Problematika pendidikan inklusi di sekolah. MODELING: Jurnal Program Studi PGMI, 5(2), 185-201.
21. Nurfadillah, S., Afifah, A., Putri, R., & Halimah, S. 2022. Peran Guru Pembimbing Khusus Dalam Menangani Kesulitan Belajar Bagi Anak Slow Learner Di Sdn Cimone 7. MASALIQ : Jurnal Pendidikan dan Sains, 2(6), 724-737.
22. Khaiyarusoleh, U. 2019. Peran Orangtua Dan Guru Pembimbing Khusus Kepada Anak Berkubutahan Khusu (Slow Learner) Di Sd Negeri 5 Arcawinangun. Jurnal Selaras. Kajian Bimbingan dan Konseling Serta Psikologi Pendidikan, 2(1), 1-1-,
23. Barlian, U.C., Wulandari, R.P., Said., M, & Brilianti, N.L. 2023. Peran Guru Kelas Dan Guru Pendamping Khusus Dalam Meningkatkan Layanan Pendidikan Inklusi Di TK Ibnu Sina. AL-AFKAR: Journal for Islamic Studies, 6(2).
24. Hamid, A., Ullah, H.M.I., & Faiz, Z. 2021. 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.
25. Sabatin, I.M. 2020. The Role of Shadow Teacher in Improving Autistic Students Ability in Learning. Advances in Social Sciences Research Journal 7(9):375-382. DOI:14738/assrj.79.6962
26. Sowiyah, & Perdana, R. 2022. Implementation of Inclusive Education Programs in Lampung Province. Journal of Advances in Education and Philosophy, 6(3), 161-166. https://doi.org/10.36348/jaep.2022.v06i03.004