Support for the educational inclusion of students with Autism Spectrum Disorders (ASD) from the perspective of shadow teachers

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 permane...

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Detalles Bibliográficos
Autores: Polo Márquez, Esther, Leiva Olivencia, Juan José, Sandoval Mena, Marta
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:español
OAI Identifier:oai:repositorio.uam.es:10486/714726
Acceso en línea:http://hdl.handle.net/10486/714726
https://dx.doi.org/10.6018/reifop.553511
Access Level:acceso abierto
Palabra clave:ASD
attention to diversity
educational inclusion
Shadow Teachers
Educación
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spelling Support for the educational inclusion of students with Autism Spectrum Disorders (ASD) from the perspective of shadow teachersApoyo a la inclusión educativa del alumnado con Trastornos del Espectro Autista un estudio preliminar de asistentes personalesPolo Márquez, EstherLeiva Olivencia, Juan JoséSandoval Mena, MartaASDattention to diversityeducational inclusionShadow TeachersEducaciónThe 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 supportAsociación Universitaria de Formación del Profesorado (AUFOP)Departamento de Psicología Evolutiva y de la EducaciónFacultad de Formación de Profesorado y Educación20232023-01-10research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/714726https://dx.doi.org/10.6018/reifop.553511reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridEspañolspaopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7147262026-06-23T12:46:27Z
dc.title.none.fl_str_mv Support for the educational inclusion of students with Autism Spectrum Disorders (ASD) from the perspective of shadow teachers
Apoyo a la inclusión educativa del alumnado con Trastornos del Espectro Autista un estudio preliminar de asistentes personales
title Support for the educational inclusion of students with Autism Spectrum Disorders (ASD) from the perspective of shadow teachers
spellingShingle Support for the educational inclusion of students with Autism Spectrum Disorders (ASD) from the perspective of shadow teachers
Polo Márquez, Esther
ASD
attention to diversity
educational inclusion
Shadow Teachers
Educación
title_short Support for the educational inclusion of students with Autism Spectrum Disorders (ASD) from the perspective of shadow teachers
title_full Support for the educational inclusion of students with Autism Spectrum Disorders (ASD) from the perspective of shadow teachers
title_fullStr Support for the educational inclusion of students with Autism Spectrum Disorders (ASD) from the perspective of shadow teachers
title_full_unstemmed Support for the educational inclusion of students with Autism Spectrum Disorders (ASD) from the perspective of shadow teachers
title_sort Support for the educational inclusion of students with Autism Spectrum Disorders (ASD) from the perspective of shadow teachers
dc.creator.none.fl_str_mv Polo Márquez, Esther
Leiva Olivencia, Juan José
Sandoval Mena, Marta
author Polo Márquez, Esther
author_facet Polo Márquez, Esther
Leiva Olivencia, Juan José
Sandoval Mena, Marta
author_role author
author2 Leiva Olivencia, Juan José
Sandoval Mena, Marta
author2_role author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Evolutiva y de la Educación
Facultad de Formación de Profesorado y Educación
dc.subject.none.fl_str_mv ASD
attention to diversity
educational inclusion
Shadow Teachers
Educación
topic ASD
attention to diversity
educational inclusion
Shadow Teachers
Educación
description 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
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-10
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/714726
https://dx.doi.org/10.6018/reifop.553511
url http://hdl.handle.net/10486/714726
https://dx.doi.org/10.6018/reifop.553511
dc.language.none.fl_str_mv Español
spa
language_invalid_str_mv Español
language spa
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Asociación Universitaria de Formación del Profesorado (AUFOP)
publisher.none.fl_str_mv Asociación Universitaria de Formación del Profesorado (AUFOP)
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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