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General education teachers’ perceptions about Individualized Education Program(IEP) and family participations in Kindergarten

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2011, 12(3), pp.61-90
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

문성옥 1 권현수 1

1세종대학교

Accredited

ABSTRACT

Because the number of students with disabilities who have been included in general education classrooms are increased, there are enormous needs for general education teachers’ knowledge and skills about special education. In this paper, the researcher studied about general education teachers’ perceptions about IEP and family participations in inclusive kindergarten. As a result, the researcher reported that general education teachers did not know well about IEP and showed perceptional differences depend on variables such as educational level, organization status as well as availability of special education teachers’ support. Therefore, the researcher suggested several ways to improve the quality of special education in inclusive environments: (1) there should be more systematic supports for private schools, (2) special education teachers should be placed in every inclusive school, (3) it is necessary to provide various educational opportunities for teachers as well as families, and (4) many practical ways to encourage participation of teachers and families in special education should be developed.

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