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@article{ART002129180},
author={Kwon, Hyunsoo},
title={Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2016},
volume={17},
number={3},
pages={263-282},
doi={10.19049.JSPED.2016.17.3.11}

TY - JOUR
AU - Kwon, Hyunsoo
TI - Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion
JO - Journal of Special Education: Theory and Practice
PY - 2016
VL - 17
IS - 3
PB - Research Institute of the Korea Special Education
SP - 263
EP - 282
SN - 1598-060X
AB - The purpose of the study was to identify secondary inclusive school teachers’ perception about inclusion, inclusive classroom, and teachers’ role for inclusion. 201 inclusive secondary schools were selected by stratified method and asked to participate the survey, and teachers of 128 schools responded. The results reported that special education teachers and general education teachers showed different perceptions about inclusion. Special education teachers reported that the general education teachers should be charged of inclusion while general education teachers said that the special education classroom should be a main place for inclusion and special education teachers should take a responsibility about inclusion. Also, special education teachers reported that behavior problems of students with disabilities were the obstacle for inclusion when general education teachers revealed that it was the lack of knowledge and teaching skills of teachers. In addition, general education teachers reported reducing the number of students in classroom would be the most helpful support for inclusion. For special education teachers’ role for inclusion, special education teachers and general education teachers showed statistically different perceptions. Special education teachers said the most important role for themselves was supporting inclusion for students with disabilities while general education teachers answered that supporting social development for students with disabilities was the most important role for special education teachers. As a conclusion, it was proposed that special education teachers and general education teachers should work collaboratively and understand each other to improve the quality of inclusion in secondary schools.
KW - secondary education;inclusion;inclusive classroom;teachers’ role;teachers’ perception
DO - 10.19049.JSPED.2016.17.3.11
ER -

Kwon, Hyunsoo. (2016). Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion. Journal of Special Education: Theory and Practice, 17(3), 263-282.

Kwon, Hyunsoo. 2016, "Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion", Journal of Special Education: Theory and Practice, vol.17, no.3 pp.263-282. Available from: doi:10.19049.JSPED.2016.17.3.11

Kwon, Hyunsoo "Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion" Journal of Special Education: Theory and Practice 17.3 pp.263-282 (2016) : 263.

Kwon, Hyunsoo. Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion. 2016; 17(3), 263-282. Available from: doi:10.19049.JSPED.2016.17.3.11

Kwon, Hyunsoo. "Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion" Journal of Special Education: Theory and Practice 17, no.3 (2016) : 263-282.doi: 10.19049.JSPED.2016.17.3.11

Kwon, Hyunsoo. Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion. Journal of Special Education: Theory and Practice, 17(3), 263-282. doi: 10.19049.JSPED.2016.17.3.11

Kwon, Hyunsoo. Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion. Journal of Special Education: Theory and Practice. 2016; 17(3) 263-282. doi: 10.19049.JSPED.2016.17.3.11

Kwon, Hyunsoo. Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion. 2016; 17(3), 263-282. Available from: doi:10.19049.JSPED.2016.17.3.11

Kwon, Hyunsoo. "Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion" Journal of Special Education: Theory and Practice 17, no.3 (2016) : 263-282.doi: 10.19049.JSPED.2016.17.3.11