Beyond the Classroom: A Phenomenological Study of Shadow Teachers and Their Role in Special Needs Education

Document Types

Paper Presentation

Research Theme (for Paper Presentation and Poster Presentation submissions only)

Living Culture and Contemporary Societies (LCS)

School Name

Berkeley School, Inc.

Research Advisor (Last Name, First Name, Middle Initial)

Astudillo III, Alfonso, B.

Start Date

25-6-2026 10:30 AM

End Date

25-6-2026 12:00 PM

Zoom Link/ Room Assignment

Online - https://zoom.us/j/94569671692?pwd=Fj3c3ELOebE6QbqbJOOH9wMuildoEc.1 Meeting ID: 945 6967 1692 | Passcode: research

Abstract/Executive Summary

In the pursuit of inclusive education, this study adopted Interpretative Phenomenological Analysis (IPA) to explore the lived experiences of shadow teachers at Berkeley School, Inc.. By utilizing a double hermeneutic approach to analyze personal narratives, the research revealed how these educators made sense of their "Being-in-the-classroom" through "Adaptive Facilitation of Inclusion." This multifaceted role encompassed individualized academic support, behavioral monitoring, and social scaffolding, bridging the gap between student needs and available resources. Key findings highlight significant improvements in student literacy, task independence, and emotional regulation, even as teachers navigated the ontological weight of persistent challenges like behavioral outbursts and curriculum misalignment. The study concluded that shadow teachers are pivotal in translating inclusive policy into classroom practice through a process of "solicitude" and care. Their consistent support fosters holistic empowerment, enabling students to navigate complex academic and social lifeworlds with increased confidence. Ultimately, this IPA-grounded research underscores the urgent need for enhanced professional development and clearer role definitions to sustain truly inclusive and supportive educational settings.

Keywords

special needs education; special needs; special needs children; shadow teacher; inclusive education

Statement of Originality

yes

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Jun 25th, 10:30 AM Jun 25th, 12:00 PM

Beyond the Classroom: A Phenomenological Study of Shadow Teachers and Their Role in Special Needs Education

In the pursuit of inclusive education, this study adopted Interpretative Phenomenological Analysis (IPA) to explore the lived experiences of shadow teachers at Berkeley School, Inc.. By utilizing a double hermeneutic approach to analyze personal narratives, the research revealed how these educators made sense of their "Being-in-the-classroom" through "Adaptive Facilitation of Inclusion." This multifaceted role encompassed individualized academic support, behavioral monitoring, and social scaffolding, bridging the gap between student needs and available resources. Key findings highlight significant improvements in student literacy, task independence, and emotional regulation, even as teachers navigated the ontological weight of persistent challenges like behavioral outbursts and curriculum misalignment. The study concluded that shadow teachers are pivotal in translating inclusive policy into classroom practice through a process of "solicitude" and care. Their consistent support fosters holistic empowerment, enabling students to navigate complex academic and social lifeworlds with increased confidence. Ultimately, this IPA-grounded research underscores the urgent need for enhanced professional development and clearer role definitions to sustain truly inclusive and supportive educational settings.

https://animorepository.dlsu.edu.ph/conf_shsrescon/2026/BoA_LCS/3