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The meaning of special education teachers’ experiences of education for multicultural children with disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2011, 12(1), pp.299-328
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

신수진 1 Abraham Seonghee Han 1 이규옥 1

1공주대학교

Accredited

ABSTRACT

The purpose of this research was to explore the meaning of special education teachers’ experiences of education for multicultural children with disabilities. A phenomenological approach to the study was chosen to allow an in-depth exploration of the issues. Individual taped depth interviews were carried out with 3 special education teachers who have an experience on the education for multicultural children with disabilities, and these were then transcribed and analysed using Colazzi’s method of analysis. The results of this analysis showed that mutilcultural students with disabilities have language and social problems due to effect of their foreign mother and they were unexpectedly welcomed and received a positive attention by classmates and teachers in general class. Participants treated them as a special education students instead of children with multicultral background. The results showed that participants couldn’t communicate with parents of multicultural children with disabilities and general class teachers. So, their effort to get more active communication with parents and homeroom teachers is required. Participants reported that the role of general homeroom teachers is very important for children with disabilities and government’s various support is needed for multiculcural families and children with disabilities. Results have implications for policies and provide some further insights.

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