The Challenge Faced By Shadow Teachers In Inclusive Education

In China,it is conservatively estimated that there are at least 3 million students with autism spectrum disorders(aged 0-18).The "14th Five Year Plan for Special Education Improvement Action" specifically points out the need to actively explore scientific and appropriate methods for cultivating students with autism spectrum disorders,gradually improve the shadow teacher accompanying reading system,and provide support for students with autism spectrum disorders to better integrate into the learning and life of ordinary schools.This study focuses on using the interview method to conduct a semi-structured interview with three shadow teachers with integration support experience in China,in order to understand the challenges faced by shadow teachers in supporting students with autism spectrum disorders to integrate into general schools.After analyzing the interview data collected in the research,the researchers drew on the analysis model developed by Lipsky and Gartner(1997)on the seven basic elements of fusion.The research results were organized into seven different overall themes and several sub themes.Based on the above analysis model,discussions were made around three aspects: personal aspects,students’ obstacle characteristics,and living environment.In addition,combined with the current situation of shadow teachers in China,There are seven challenges that shadow teachers face in the process of supporting students with autism spectrum disorders to integrate into general schools.The specific challenges are as follows:(1)low self-efficacy;(2)Unclear role positioning;(3)Insufficient supervision and training;(4)Difficult object obstacles;(5)Poor evidence-based practice;(6)Less teamwork;(7)Insufficient environmental support.Finally,based on existing domestic and foreign literature,the researchers provide corresponding evidence-based suggestions from three aspects: the professional growth of shadow teachers themselves,object obstacle resolution strategies,and social environment support,to help shadow teachers take the path of professional development.This study enriches the research results of shadow teachers supporting students with autism spectrum disorders to integrate into general schools both domestically and internationally,providing an empirical basis for the effectiveness of shadow teacher support services and the professional development of shadow teachers in China.It also provides empirical data for the formulation of policies related to shadow teacher support services in China,and has certain theoretical value and practical guidance significance.