| Peer-Reviewed

Some Global Experiences of Preparing the Shadow TEACHER and Their Importance in Developing a Proposed Program to Prepare It Locally

Received: 25 April 2022     Accepted: 10 May 2022     Published: 10 January 2023
Views:       Downloads:
Abstract

The renewal of teacher preparation programs and following a policy of teacher selection and education is the cornerstone of education reform, because the quality of education cannot be better than that of teachers. Therefore, the development of teacher preparation programs was necessary to achieve the desired development in the educational system. Considering the importance of children with special needs and their right to receive a comprehensive education at a high level of quality, the state aimed to pass laws guaranteeing the rights of these children with special needs. The issuance of the right to these children is Ministerial Decree No. 42 of 2015. He stressed the need for educational assistant teacher/ shadow teacher with some cases that allow the school after the necessary tests to be accepted within the general education system, to ensure the optimal functioning of the educational integration process, it is necessary to prepare and qualify the shadow teacher to perform his role well and effectively, so in this research, some international experiences that were concerned with preparing and qualifying the shadow teacher and trying to benefit from them in preparing a proposed vision for a program to prepare the shadow teacher are presented.

Published in Science Journal of Education (Volume 11, Issue 1)
DOI 10.11648/j.sjedu.20231101.11
Page(s) 1-9
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Shadow Teacher, Educational Assistant, Global Experiences

References
[1] Egyptian facts. (February 1, 2015). Ministerial Resolution No. 42 of 2015 regarding the admission of students with mild disabilities to public education schools: Cairo, Al-Waqa’a Al-Masryah, Issue (49).
[2] Mohammed, Adel Abdullah. (2013). The role of the special education teacher, support teacher, and shadow teacher in teaching children with disabilities: Zagazig. Journal of Special Education - Educational, Psychological and Environmental Information Center, College of Education, (2): 1-12.
[3] Dizon, Edilberto I &Manasala, Maryola A. (2009). Shadow Teaching Scheme for Children with Autism and Attention Deficit-Hyperactivity Disorder in Regular Schools: Philippine, EDUCATION QUARTERLY. U.P. College of Education 66 (1), 34-49.
[4] Akshata, Kamath. (2016). what is the shadow teacher? Shanghai LIH Olivia’s Place, India, p2.
[5] Hamdan, Salahuddin Hassan. (2018). Foundations of professional development for teachers with special needs in the light of modern global trends: Amman, Dar Al Masirah for Publishing, Distribution and Printing.
[6] Bambang, Irawan & Agus, Suryono. (2015). Model Implementation of Special Needs Education in Organizational Capacity Development Perspective (A Study on the Primary School Providers of Inclusion and Segregation for Autistic Students in Special Capital Region of Jakarta: Jakarta, International Journal of Applied Sociology. p 144-151,
[7] Kasari, Connie& Mark, Kretzmann. (2015). Improving Peer Engagement of Children With Autism on the School Playground: Los Angeles, A Randomized Controlled Trial. Behavior Therapy, Jan; 46 (1): 8-20.
[8] Johansso, Shruti Taneja. (2016). Parents Negotiating Change: A Middle. class Lens on Schooling of Children with Autism in Urban India, Contemporary Education Dialogue, India, 13 (1) p 93–120.
[9] Eikeseth, Svein & etc. (2007). Outcome for Children With Autism Who Began Intensive Behavioral Treatment Between Ages 4 and 7, Behavior Modification, Norway, May; 31 (3): 264-78.
[10] El-Zouhairy, Nour. (2016). Is Inclusion the Key to Addressing the Issue of Marginalization of Children with Mental Disabilities in Egypt? master thesis, The American University in Cairo. p 16, 128, 130.
[11] Abdul Latif, Faten Ibrahim and Al-Jaafari, Mamdouh. (2008). The effectiveness of the shadow teacher in developing some social skills for children who are able to integrate in kindergarten: Cairo, Journal of the Modern Education Association, 1 (2): 161-198.
[12] Ashmawy, Fatima Mohieldin Abdel Mohsen. (2016). Developing the shadow teacher's professional skills and its impact on improving communication among autistic children. Cairo: PhD thesis, Cairo University, Faculty of Early Childhood Education, Department of Psychological Sciences.
[13] Awad, Noha El-Sayed. (2016). Student with Disability and the quest for inclusive education ”A case study of private schools in greater Cairo” master thesis, The American University in Cairo.
[14] Mehtab, Shabnam. (2014). Inclusive Education for Children with Disabilities in Dhaka: Bangladesh, master thesis, BRAC University.
[15] NG, Melanie Shu Hui. (2015). Factors Influencing the Success of Inclusive Practices in Singaporean Schools "Shadow Teachers’ Perspective: Singapore, UNIVERSITY OF OSLO, Faculty of Educational Sciences.
[16] Web sites https://onlineteacherstraining.com/special-teacher
Cite This Article
  • APA Style

    Aya Mohammad Zaki El-Rashidy. (2023). Some Global Experiences of Preparing the Shadow TEACHER and Their Importance in Developing a Proposed Program to Prepare It Locally. Science Journal of Education, 11(1), 1-9. https://doi.org/10.11648/j.sjedu.20231101.11

    Copy | Download

    ACS Style

    Aya Mohammad Zaki El-Rashidy. Some Global Experiences of Preparing the Shadow TEACHER and Their Importance in Developing a Proposed Program to Prepare It Locally. Sci. J. Educ. 2023, 11(1), 1-9. doi: 10.11648/j.sjedu.20231101.11

    Copy | Download

    AMA Style

    Aya Mohammad Zaki El-Rashidy. Some Global Experiences of Preparing the Shadow TEACHER and Their Importance in Developing a Proposed Program to Prepare It Locally. Sci J Educ. 2023;11(1):1-9. doi: 10.11648/j.sjedu.20231101.11

    Copy | Download

  • @article{10.11648/j.sjedu.20231101.11,
      author = {Aya Mohammad Zaki El-Rashidy},
      title = {Some Global Experiences of Preparing the Shadow TEACHER and Their Importance in Developing a Proposed Program to Prepare It Locally},
      journal = {Science Journal of Education},
      volume = {11},
      number = {1},
      pages = {1-9},
      doi = {10.11648/j.sjedu.20231101.11},
      url = {https://doi.org/10.11648/j.sjedu.20231101.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231101.11},
      abstract = {The renewal of teacher preparation programs and following a policy of teacher selection and education is the cornerstone of education reform, because the quality of education cannot be better than that of teachers. Therefore, the development of teacher preparation programs was necessary to achieve the desired development in the educational system. Considering the importance of children with special needs and their right to receive a comprehensive education at a high level of quality, the state aimed to pass laws guaranteeing the rights of these children with special needs. The issuance of the right to these children is Ministerial Decree No. 42 of 2015. He stressed the need for educational assistant teacher/ shadow teacher with some cases that allow the school after the necessary tests to be accepted within the general education system, to ensure the optimal functioning of the educational integration process, it is necessary to prepare and qualify the shadow teacher to perform his role well and effectively, so in this research, some international experiences that were concerned with preparing and qualifying the shadow teacher and trying to benefit from them in preparing a proposed vision for a program to prepare the shadow teacher are presented.},
     year = {2023}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Some Global Experiences of Preparing the Shadow TEACHER and Their Importance in Developing a Proposed Program to Prepare It Locally
    AU  - Aya Mohammad Zaki El-Rashidy
    Y1  - 2023/01/10
    PY  - 2023
    N1  - https://doi.org/10.11648/j.sjedu.20231101.11
    DO  - 10.11648/j.sjedu.20231101.11
    T2  - Science Journal of Education
    JF  - Science Journal of Education
    JO  - Science Journal of Education
    SP  - 1
    EP  - 9
    PB  - Science Publishing Group
    SN  - 2329-0897
    UR  - https://doi.org/10.11648/j.sjedu.20231101.11
    AB  - The renewal of teacher preparation programs and following a policy of teacher selection and education is the cornerstone of education reform, because the quality of education cannot be better than that of teachers. Therefore, the development of teacher preparation programs was necessary to achieve the desired development in the educational system. Considering the importance of children with special needs and their right to receive a comprehensive education at a high level of quality, the state aimed to pass laws guaranteeing the rights of these children with special needs. The issuance of the right to these children is Ministerial Decree No. 42 of 2015. He stressed the need for educational assistant teacher/ shadow teacher with some cases that allow the school after the necessary tests to be accepted within the general education system, to ensure the optimal functioning of the educational integration process, it is necessary to prepare and qualify the shadow teacher to perform his role well and effectively, so in this research, some international experiences that were concerned with preparing and qualifying the shadow teacher and trying to benefit from them in preparing a proposed vision for a program to prepare the shadow teacher are presented.
    VL  - 11
    IS  - 1
    ER  - 

    Copy | Download

Author Information
  • Faculty of Education, Tanta University, Tanta, Egypt

  • Sections