Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Stakeholders’ Experiences with Shadow Aides in an Inclusive School in Jamaica

  • Kishi Anderson Leachman, Ph.D. (Author) University of Winnipeg image/svg+xml
    Dr. Kishi Anderson Leachman is an Assistant Professor of Inclusive Education in the Faculty of Education at the University of Winnipeg. She obtained a PhD in Educational Psychology with a research focus on Inclusive Education from the University of the West Indies, Mona Campus. Dr. Anderson Leachman is passionate about equitable and appropriate education for children with disabilities. Her work is focused on inclusive education experiences and practices at the classroom and system levels locally and internationally.
DOI
https://doi.org/10.64546/jaasep.565
Abstract
Shadow aides (also known as learning assistants or shadow teachers) and the vital role they play in the learning support plan of many inclusive policies and practices is under-researched. This paper explores stakeholders’ experiences with and the views they hold of shadow aides in the inclusive classroom in a Caribbean context using a qualitative case study design. Data was collected using interviews, focus group discussions and observations from 27 participants. The key findings suggest that shadow aides are viewed as being one of the driving factors behind successful inclusive education experiences and student outcomes. Parents shared that the work of shadow aides often resulted in either the improvement or regression of their children. Therefore, careful selection and placement of shadow aides along with their training and views are imperative in developing and implementing inclusive practices. Other key findings are also highlighted in this article. Finally, implications and recommendations are discussed.
Keywords
Administrator Attitudes, Competence, Experience, Foreign Countries, Inclusion, Parent Attitudes
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How to Cite
Leachman, K. A. (2025). Stakeholders’ Experiences with Shadow Aides in an Inclusive School in Jamaica. Journal of the American Academy of Special Education Professionals, 20(1), 8-22. https://doi.org/10.64546/jaasep.565

Winter 2025

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  • Article Type Articles
  • Submitted January 7, 2025
  • Published February 15, 2025
  • Issue Winter 2025
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