EĞİTİM KURUMLARI AÇISINDAN GÖLGE ÖĞRETCİLİĞİN SOSYOLOJİK ANALİZİ

Shadow education institutions started to be opened in our country under the leadership of the Fatih Sultan Mehmet Foundation University. Today, similar services are carried out informally in our country. This service is provided through physical teachers, unassigned teachers or with certificates obtained from relevant institutions.

The social model perspective developed for disabled people emphasizes the importance of their social participation. A significant portion of disabled people can take part in everyday school environments with some support. In this paper, the issue of shadow tutoring, which is at the institutionalization stage for the participation of disabled people in educational settings, is discussed. The point of shadow teaching is addressed from the perspective of a social model. The study lists the possible duties of shadow teachers in schools. These should include managing the interaction of disabled children in integrated classes with other children, coaching them, managing their behaviour and increasing their social skills. Finally, the shadow teacher should do these in teamwork. This statement lists the characteristics that a shadow teacher candidate should have. These include specific:

1. Adequate knowledge and experience in behaviour management or applied behaviour analysis therapy.

2. Experience working with children with disabilities.

3. Ability to promote, encourage, or enhance peer association and play.

4. The child's ability to recognize opportunities when they can be independent in performing

activities or need encouragement.
5. Adapting to the classroom while closely supervising the child becomes essential.

 Keywords: Disability, Special needs child, Shadow Teaching, Social model