Exploration of shadow teacher and core teacher collaboration in the learning process at inclusive elementary schools in Surakarta

Abstract

This study aims to explore and analyze the forms of collaboration between core teachers and shadow teachers in the learning process in inclusive primary schools at SD Al Firdaus Surakarta. Using a qualitative approach, data was collected through direct observation, in-depth interviews with teachers and principals, as well as analysis of relevant documents that include lesson plans and school policies. The results show that effective collaboration between core and support teachers is essential to meet the learning needs of students with special needs and to create an inclusive and responsive learning environment. The research identified challenges faced in harmonizing teaching methods, such as differences in approaches and the need for open communication. The main conclusion of this study is that the application of good communication principles, understanding of each other's roles, and the use of team-based and differentiated learning approaches can significantly improve teaching effectiveness and student learning outcomes in inclusive classrooms. The findings are expected to make a practical contribution to the development of inclusive education in Indonesia.