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Secondary general education teachers’ perceptions about classroom management and instructional adaptations in inclusive classrooms

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2012, 13(2), pp.199-223
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

권현수 1

1세종대학교

Accredited

ABSTRACT

The purpose of this study was to identify the perceptions of secondary general education teachers about teaching and instructional adaptations in inclusive classrooms. For that purpose, 228 secondary general education teachers who works in inclusive schools in Seoul were surveyed. As a result, the participants reported that (1) the inclusion was necessary but it was difficult to put in practice, (2) it was important to understand the disabilities to teach students with disabilities in classrooms, (3) it was difficult to manage behavior and provide instructional adaptations in classrooms, (4) the instructional adaptations were necessary in secondary inclusive classrooms but it was difficult to practice, (5) the instructional adaptations in environment were more necessary and possible than in contents area, and (6) there were statistically differences between middle school teachers’ perceptions and high school teachers’ about instructional adaptations. Therefore, the researcher suggested that there should be more systematic supports for secondary inclusive education as well as it was necessary to develop the appropriate support systems for inclusion in middle schools and high schools respectively.

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