EFFECTIVENESS OF A COMPETENCY-BASED SHADOW TEACHER TRAINING PROGRAM ON INCLUSIVE EDUCATION OUTCOMES FOR CHILDREN WITH NEURODEVELOPMENTAL DISORDERS: A QUASI-EXPERIMENTAL STUDY IN INDONESIA

Abstract

The inclusion of children with neurodevelopmental disorders (NDD) in mainstream educational settings requires qualified shadow teachers (STs) who possess evidence-based competencies aligned with contemporary diagnostic frameworks. However, in Indonesia, structured competency-based ST training programs grounded in DSM-5-TR criteria and internationally recognized behavioral intervention principles remain scarce. This study evaluates the effectiveness of a three-session online competency-based shadow teacher training program developed by Yamet Child Development Center, examining its impact on participants' knowledge acquisition, practical competency, and self-efficacy in supporting children with NDD in inclusive education settings. Methods: A quasi-experimental pre-test/post-test design was employed with N = 47 participants (completion rate = 90.38%; female = 83.0%) recruited from inclusive education practitioners at two structured inclusive institutions in Lampung Province, Indonesia: Yamet School Cendana Lampung and TK Bumi Grande Lampung. Participants completed a structured 7.5-hour online training program (3 sessions x 150 minutes) covering NDD diagnostic profiles per DSM-5-TR (APA, 2022), assessment and IEP/PDI development, ABA-based shadowing techniques, and inclusive education documentation. Knowledge was assessed using three validated 20-item multiple-choice questionnaires (one per session; alpha = 0.82-0.87). Competency self-efficacy was measured using a 15-item Likert-scale instrument adapted from the Special Education Self-Efficacy Scale (SESES; alpha = 0.91), comprising three subscales aligned with SKKNI PAS Jenjang IV KKNI competency domains. Paired-samples t-tests revealed statistically significant post-test improvements across all three sessions: Session 1 (M = 58.42, SD = 9.12 vs. M = 81.36, SD = 7.45; t(46) = 14.87, p < .001, d = 2.17); Session 2 (M = 61.25, SD = 8.75 vs. M = 83.94, SD = 6.88; t(46) = 15.62, p < .001, d = 2.28); Session 3 (M = 59.87, SD = 9.03 vs. M = 85.21, SD = 6.12; t(46) = 16.45, p < .001, d = 2.40). All effect sizes were very large (d > 2.0). Self-efficacy improved significantly from pre-training (M = 3.12, SD = 0.54) to post-training (M = 4.28, SD = 0.47; t(46) = 13.21, p < .001, d = 1.93). Program satisfaction was high, with 89% endorsing strong practical relevance and 92% reporting improved classroom confidence. Discussion: The program's dual grounding in internationally validated evidence-based frameworks (ABA, UDL, PBIS, DSM-5-TR) and Indonesia-specific regulatory standards (SKKNI PAS; Kepdirjen 2/3694/IX/2025) produced robust, culturally responsive professional development outcomes consistent with Bandura's (1997) self-efficacy theory and Cognitive Load Theory (Sweller et al., 2019). A structured, evidence-based online shadow teacher training program significantly enhances knowledge acquisition and professional self-efficacy among Indonesian inclusive education practitioners. These findings support the integration of competency-based training within national shadow teacher certification frameworks and provide a replicable model for professional development in low- and middle-income inclusive education contexts.