Improving Transitions from Early Intervention (EI) to School: Strategies to Decrease Caregiver Stress and Increase Collaboration Between Families and School Professionals
Kristina Rios, Ph.D.
California State University of Fresno
Molly Buren, Ph.D.
National Louis University
Abstract
Shadow aides (also known as learning assistants or shadow teachers) and the vital role they play in the learning support plan of many inclusive policies and practices is under-researched. This paper explores stakeholders’ experiences with and the views they hold of shadow aides in the inclusive classroom in a Caribbean context using a qualitative case study design. Data was collected using interviews, focus group discussions and observations from 27 participants. The key findings suggest that shadow aides are viewed as being one of the driving factors behind successful inclusive education experiences and student outcomes. Parents shared that the work of shadow aides often resulted in either the improvement or regression of their children. Therefore, careful selection and placement of shadow aides along with their training and views are imperative in developing and implementing inclusive practices. Other key findings are also highlighted in this article. Finally, implications and recommendations are discussed.
Keywords: shadow aides, inclusive-education, special needs, Caribbean
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