Peran Learning Agility Guru Pendamping Khusus Non-PLB & Psikologi Dalam Pendidikan Inklusif
DOI:
https://doi.org/10.61692/edufa.v4i3.551Keywords:
Learning Agility, Children With Special Needs, Shadow TeacherAbstract
This study aims to describe learning agility in shadow teachers in the implementation of inclusive education, using a descriptive phenomenological qualitative approach. There were two participants with the following criteria: shadow teachers who did not come from special education or psychology and had worked for more than two years. Data were collected using semi-structured interviews and analyzed using the Descriptive Phenomenological Analysis (DPA) method. Six thematic syntheses were identified, including: (1) challenges in performing the role of shadow teacher, (2) emotional dynamics in performing the role of shadow teacher, (3) self-development and competency in performing the role of shadow teacher, (4) efforts to build interpersonal relationships in carrying out the role of shadow teacher, (5) support in improving the role and strengthening of shadow teachers, and (6) assistance strategies and problem solving in the process of assisting students with special needs. The results showed that learning agility developed through assistance experiences and social support. In the early stages, participants experienced limitations in competence, doubts, and confusion in dealing with the needs of students with special needs. Over time, participants demonstrated initiative in learning, sought support, were open to feedback, demonstrated reflective skills, and adjusted their mentoring strategies according to the circumstances of their students. Social support from fellow teachers, parents, and the school environment further strengthened the participants' motivation and confidence.References
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