INTERVENTIONS BY A SHADOW TEACHER FOR A CHILD WITH ADHD AND AUTISM - A CASE STUDY

Inclusive education provides opportunities for children with disabilities to participate meaningfully in an inclusive setting. Children with neuro-developmental disorders such as Attention Deficit Hyperactivity Disorder (ADHD) and Autism need individualised support to participate in the academic and social activities of the school, which is usually provided by the resource teachers or shadow teachers. Since the general teacher often struggles to provide individual attention during classes and other school activities, some schools recommend shadow teachers for children with special needs. This qualitative case study examines the pre-intervention challenges, the role and interventions adopted by the shadow teacher to assist a child with ADHD and Autism academically, socially, emotionally, and behaviourally, and the outcomes achieved through these interventions. The key interventions used by the shadow teacher were task modification, structured time management, guided social interactions, visual support, sensory regulation, and positive reinforcement in collaboration with the class teacher, parents, and counsellor. Findings indicate a notable improvement in academic performance, emotional regulation, behaviour control, and social participation. The study strongly recommends the provision of a shadow teacher to support children who need individualised support within an inclusive setting.