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General Education Teachers’Recognition for the Effective Inclusion Practices in High School

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2009, 10(4), pp.397-420
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

주미경 1 김정연 2

1광주진흥고등학교
2조선대학교

Accredited

ABSTRACT

The purpose of this study was to examine how general education teachers who worked at high schools perceived inclusive education and to define what characterized their way of looking at it. The subjects in this study were 208 teachers at 13 high schools where were offered in Gwangju. The brief findings of the study were as follows. First, regarding their view of inclusive education management, the teachers investigated looked upon general school special class as the place where disabled students should be educated. Second, as to their opinion on conditions for inclusive education, they believed the teachers and school managers needed a change of mind set to dynamize inclusive education. The optimum number of inclusive student should be one or two, and all sorts of facilities for disabled students including amenities, should be installed. Third, concerning their recognition of the effect of inclusive education, they predicted inclusive education to have a positive effect on the achievement of disabled students but not on that of non-disabled students. That was expected to favorably affect the development of personality and social ability, regardless of disability. In regard to the best influence of inclusive education on non-disabled students, they predicted that they might learn to better understand and care about others, and as for its negative impact, they feared that disturbed classroom climate might result in deteriorating their learning efficiency.

Citation status

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