@article{ART003138969},
author={Lee, Eunjoo},
title={A Phenomenological Inquiry into the Adaptation Experiences of Elementary School Students with Disabilities in Inclusive Classroom},
journal={Journal of Studies on Schools and Teaching},
issn={2508-156X},
year={2024},
volume={9},
number={3},
pages={73-101},
doi={10.23041/jsst.2024.9.3.005}
TY - JOUR
AU - Lee, Eunjoo
TI - A Phenomenological Inquiry into the Adaptation Experiences of Elementary School Students with Disabilities in Inclusive Classroom
JO - Journal of Studies on Schools and Teaching
PY - 2024
VL - 9
IS - 3
PB - Education Research Institute at CNUE
SP - 73
EP - 101
SN - 2508-156X
AB - This study explores the adaptation experiences of students with disabilities in inclusive elementary school classrooms. Employing a phenomenological approach, we conducted in-depth interviews with five students with disabilities in grades 4-6 to understand their perspectives on navigating the complexities of inclusive education. Two key findings emerged from the analysis. First, students with disabilities employed dual strategies for adaptation: effectively utilizing available support and special education resources while also engaging in strategic avoidance behaviors when faced with challenging situations. This reveals that their adaptation process is not a passive acceptance but a complex, multifaceted journey marked by agency and selfdetermination. Second, peer relationships emerged as the most significant challenge in the adaptation process. Participants struggled to form meaningful connections with their peers in inclusive classrooms, significantly impacting their social integration and overall school experience. These findings suggest that support for students with disabilities in inclusive settings should extend beyond academic aspects to address social integration systematically. Moreover, recognizing and building upon students' agency and adaptation strategies is crucial in developing individualized support mechanisms. This study provides practical implications for enhancing the quality of inclusive education and contributes to the development of policies and educational programs aimed at achieving genuine inclusion for students with disabilities.
KW - Elementary Students with Disabilities;inclusive classrooms;adaptation
DO - 10.23041/jsst.2024.9.3.005
ER -
Lee, Eunjoo. (2024). A Phenomenological Inquiry into the Adaptation Experiences of Elementary School Students with Disabilities in Inclusive Classroom. Journal of Studies on Schools and Teaching, 9(3), 73-101.
Lee, Eunjoo. 2024, "A Phenomenological Inquiry into the Adaptation Experiences of Elementary School Students with Disabilities in Inclusive Classroom", Journal of Studies on Schools and Teaching, vol.9, no.3 pp.73-101. Available from: doi:10.23041/jsst.2024.9.3.005
Lee, Eunjoo "A Phenomenological Inquiry into the Adaptation Experiences of Elementary School Students with Disabilities in Inclusive Classroom" Journal of Studies on Schools and Teaching 9.3 pp.73-101 (2024) : 73.
Lee, Eunjoo. A Phenomenological Inquiry into the Adaptation Experiences of Elementary School Students with Disabilities in Inclusive Classroom. 2024; 9(3), 73-101. Available from: doi:10.23041/jsst.2024.9.3.005
Lee, Eunjoo. "A Phenomenological Inquiry into the Adaptation Experiences of Elementary School Students with Disabilities in Inclusive Classroom" Journal of Studies on Schools and Teaching 9, no.3 (2024) : 73-101.doi: 10.23041/jsst.2024.9.3.005
Lee, Eunjoo. A Phenomenological Inquiry into the Adaptation Experiences of Elementary School Students with Disabilities in Inclusive Classroom. Journal of Studies on Schools and Teaching, 9(3), 73-101. doi: 10.23041/jsst.2024.9.3.005
Lee, Eunjoo. A Phenomenological Inquiry into the Adaptation Experiences of Elementary School Students with Disabilities in Inclusive Classroom. Journal of Studies on Schools and Teaching. 2024; 9(3) 73-101. doi: 10.23041/jsst.2024.9.3.005
Lee, Eunjoo. A Phenomenological Inquiry into the Adaptation Experiences of Elementary School Students with Disabilities in Inclusive Classroom. 2024; 9(3), 73-101. Available from: doi:10.23041/jsst.2024.9.3.005
Lee, Eunjoo. "A Phenomenological Inquiry into the Adaptation Experiences of Elementary School Students with Disabilities in Inclusive Classroom" Journal of Studies on Schools and Teaching 9, no.3 (2024) : 73-101.doi: 10.23041/jsst.2024.9.3.005
