How should shadow teacher support be faded?
Shadow teacher support is faded by gradually reducing prompts and physical closeness as the child succeeds. Start with the parts of the day the child manages best, move from full help to partial and then minimal prompts, increase the distance you sit from the child, and track independence in a simple log. Fading is planned with the special educator and parents.
What this means in practice
The goal of shadow support is not permanent support. Children who receive constant one-to-one help can become dependent on adults and interact less with peers. Planned fading protects independence and confidence.
A typical prompt hierarchy
- Full physical help.
- Partial physical help.
- Modelling the action.
- A gesture or pointing.
- A short verbal hint.
- A visual cue only.
- Independent.
Measuring progress
Record the level of prompt the child needed for a few key tasks each day. When the child is independent for a task on most days for two weeks, reduce support for that task.
Signs the child is ready
Look for consistent independence on a task, fewer requests for help and increased interaction with peers. These suggest support can be reduced.
Practical next steps
- Choose three daily tasks to target.
- Record the current prompt level for each.
- Agree the next prompt level to aim for.
- Review the log every fortnight.
What to keep in mind
Fade support at a pace the child can manage. If problems increase, step back up briefly and try again more gradually.
Common follow-up questions
How long does it take to fade support?
It varies from weeks to years depending on the child and the task.
Will the child lose the shadow teacher completely?
Many children eventually need support only at specific times, such as transitions or exams.
Sources
- EEF: Making best use of teaching assistants
- IRIS Center, Vanderbilt University: special education modules
Sources inform the explanation; examples are educational illustrations, not individual clinical advice. How these answers are prepared.