SHADOW TEACHER ROLE AND HYPERACTIVE STUDENT NON-ATTENDANCE INDONESIA INCLUSIVE SCHOOL: CHALLENGES AND STRATEGIES

Abstrak

Inclusive environments are a part of the world effort to provide equal access to life for children with special needs. Inclusive school needs to be prepared in all factors such as human resources, infrastructure and learning materials that suit into the type of student’s speciality. In Indonesia, inclusive schools were recently one of the government educations programs to bring the education equality but, in the other side there are some schools facing some challenges to running the programme. The challenges things to build a habit or social inclusive environment including the presence of specialized teacher for hyperactive students still needed. However, in Indonesia not all-inclusive school have a special teacher that can handle hyperactive student so, that could also bring an impact on students’ attendance in inclusive school. Some inclusive school choose to employ a shadow teacher from outside the school or what is known as a part-time teacher that come from educational institutions or foundations outside the school. Here we have shown some suggestions to provide an overview and suggestions appropriate ways to overcoming the limited attendance on hyperactive students in inclusive school due to the unavailability of professional specialized teacher. The overview summarises the problem points of previous research on inclusion and its solutions about the role of shadow teacher in inclusive school should understand and have the appropriate strategy and teaching plan from the experts.