Support for the educational inclusion of students with Autism Spectrum Disorders (ASD) from the perspective of shadow teachers
Abstract
The purpose of the present study is to explore the functions and practices of classroom assistants commonly known in Andalusia as "Shadow Teachers" (ST), who intervene in the classroom with students with Autism Spectrum Disorder (ASD). These professionals seek to promote access and permanence in their ordinary learning environments in primary education schools in the province of Malaga (Spain). The methodological approach has been qualitative. Information has been collected through semi-structured interviews, analyzing it with a system of categories and inductive codes through Atlas.ti 9. The results show the diversity of functions and tasks they perform, especially in terms of management of routines, as well as emotional and behavioral regulation in the classroom. It follows as a conclusion the need to regulate and discuss this emerging figure for attention to diversity for students in need of extensive support.
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