Narrative Inquiry about Implementing Inclusive Educationof Elementary School Teachers (초등학교 교사들의 통합교육 실천 어려움에 관한 이야기 : 내러티브 탐구를 중심으로 )

지종민

Narrative Inquiry about Implementing Inclusive Educationof Elementary School Teachers

Journal of Special Education: Theory and Practice
Abbr : JSPED
2010, 11(4), pp.181-205
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

지종민 ¹

¹신현초등학교

Accredited

ABSTRACT

This study is the case study on teachers’ experience on implementing inclusive education in elementary school by narrative inquiry. The purpose of this study research on the reality and recognition of general teachers’ implementing inclusive education in general classroom. In this study, narrative inquiry is a way of understanding the teachers’ experience of implementing inclusive education by telling and retelling the experience of the lives as a teacher. Telling a story about inclusive education, they wrote an autobiography on experience of implementing inclusive education. And then the participants had retold about inclusive education. The results of this study are summarized as follows:First, elementary school teachers lack expertise about inclusive education because they lack knowledge of special education, feel difficulty with accepting students with disabilities in mind and try to avoid teachers’ training about inclusive education. Second, elementary school teachers feel burden responsibility for inclusive education because they have to mediate problem behaviors of students with disabilities, practice instructional adaptations and accommodations, and perform guardian role in classroom.

KEYWORDS

Inclusive education, Inclusive classroom, Lack of expertise, Burden responsibility

KJCKorea
Journal Central

Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96