The Research Of Roles Of Shadow Teacher Supporting Students With Autism Spectrum Disorder In Inclusive School

Research has shown that adaptive behavior, functional communication. social skills, play skills and academic abilities of children with autism spectrum disorder obtain a certain development in inclusive education. However, the high quality of inclusive education needs effective support system, assist teachers, company teachers,or shadow teachers is one of important ways of support system. In other countries, in the terms of policy of shadow teachers.roles of shadow teachers, satisfaction of shadow teachers,qualifications of shadow teachers interaction of shadow teachers and other teachers and training of shadow teachers has some preliminary research. In some cities in our country, with more and more children with autistic spectrum disorder enter kindergarten and elementary school, so there is the phenomenon that the part-time teacher-"shadow teacher" enter into ordinary classes to support children with autistic spectrum disorder in practice. This study aimed at the phenomenon, to develop research the role of shadow teachers of children with autistic spectrum disorders in inclusive education and the effect of shadow teacher promoting the quality of inclusive education of children with autistic spectrum disorder, in order to provide some reference for our country’s relevant practice.This study adopted the method of literature review, questionnaire survey and case study to develop research the role of shadow teachers of children with autistic spectrum disorder in inclusive education, this study reads the related literature of between 1974 and 2015, then summaries the concept of shadow teachers, historical development of shadow teachers, roles of shadow teachers and the effectiveness of shadow teachers. According to the literature research, this study adopts self-made questionnaires (based on the initial interviews and expert reasoning) to investigate 28 shadow teachers. And based on literature research and questionnaire, this study select two cases, to in-depth interview classroom teachers, parents and school administrators about the roles of shadow teacher.The results showed that:(1)In this study female shadow teachers accounted for 96.4%(n=27);Shadow teacher is young in this study,75%(n=21) the shadow teacher’s age is between 20 and 25 years old,100% of the shadow teacher’s age under 30 years old;This study, 85.7%(n=24) shadow teachers are students, only 10.7%(n=3)shadow teachers are professional:The highest frequency that shadow teachers(60.7%) supporting children with autistic spectrum disorder is once a week:60.7%(n=17)shadow teacher work about 6 hours or more (all day);60.7%(n=17) shadow teacher only support the current a child with autistic spectrum disorder.Generally more than one shadow teacher support a child with autistic spectrum disorder,46.4%(n=13) have more than five shadow teachers.(2)The shadow teachers do not clearly acknowledge the their all roles(M=2.92. SD=0.55).but the shadow teacher definite clearly the behavior support (M=4.43, SD =0.60) and supervision (M=4.41, SD=0.69).Shadow teacher definite the personal care role-" communicating with parents about the latest situation regularly " (M= 4.67, SD=1.52) Shadow teacher think the role of evaluation to suit their roles.In behavior support, "the numbers of children with autistic spectrum disorders" have an impact on the role definition of shadow teachers, there have chance that the shadow teachers of supporting three and under three children with autistic spectrum disorder than supporting three above children with autistic spectrum disorder:use language, action to reinforce he proper behavior of the children with autism spectrum disorder (p=0.01);In instruction support, shadow teachers supporting children with autistic spectrum disorder more than three hours every time than supporting children with autistic spectrum disorder for three hours and under the teacher will help children with autistic spectrum disorder to review learned knowledge (p=0.01):"Pick up children go to school or after-school" is significantly influenced by the number of shadow teachers.more than five shadow teachers have more chances to take children to go to school or after-school than four and under shadow teachers(p=0.01).(3)The high ways which shadow teachers communicate with parents is WeChat,89.3%(n=25);the period of intervention in the top two are free time period or recess time,and outdoor activities,85.7%(n=25),67.9%(n=19). Shadow teacher often use incidental teaching (M=4.36, SD=0.87) to support children with autistic spectrum disorder.Shadow teacher also use some of the basic teaching methods to children with autistic spectrum disorder (M=4.15, SD=0.91).(4)In inclusive education, shadow teachers communicate with parents more frequently;communicating with teachers and school administrators are less frequently.Parents is the main person in related members interact with shadow teacher.2 Conclusion(1) In our country, the study found that shadow teachers do not clearly definite the roles.The roles definition of parents, teachers and school administrators have conflicts with the role definition of shadow teachers.(2) In the policy and security, including the training of shadow teachers is insufficient.However, parents, teachers and administrators believe shadow teacher there is a necessity, so shadow teacher’s related research and support the need to strengthen.