KJCKorea
Journal Central

@article{ART002478339},
author={Hak Jun Lee and Kim Yong-Seong and KWON, SOON WOO and Le， Seon-Young},
title={Full Inclusion Education: Inner Communication and Universal Design for Learning},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2019},
volume={20},
number={2},
pages={377-389},
doi={10.19049/JSPED.2019.20.2.15}

TY - JOUR
AU - Hak Jun Lee
AU - Kim Yong-Seong
AU - KWON, SOON WOO
AU - Le， Seon-Young
TI - Full Inclusion Education: Inner Communication and Universal Design for Learning
JO - Journal of Special Education: Theory and Practice
PY - 2019
VL - 20
IS - 2
PB - Research Institute of the Korea Special Education
SP - 377
EP - 389
SN - 1598-060X
AB - [Purpose] The purpose of this study is to explore the communication of the mind on individual ethics level and learn how to implement a universal design for learning on a social ethics level. [Method] For this purpose, I use to individual ethics approach and social ethics approach method on inclusion education. [Results] The results are as follows. First, the concept of inclusion education was summarized, and the concept of inclusion education was not completely integrated but why it was fully integrated. Second, the method of communication of mind and implementation of universal design for learning was explored for the sake of a complete and integrated education. It is the choice of terms reflecting reality that calls for inclusion education, not a complete one. The term inclusion education was used in that full inclusion education is only ideal but low probability of being true. A full and integrated education is for everyone, a successful and truly inclusion education. [Conclusion] A fully inclusion education is a prerequisite for individual support (such as time, physical integration, teaching, and social integration) of disabled and non-disabled students, low-performing and multi-cultural students.
KW - UDL;Inclusion education;implementation;inner communication
DO - 10.19049/JSPED.2019.20.2.15
ER -

Hak Jun Lee, Kim Yong-Seong, KWON, SOON WOO and Le， Seon-Young. (2019). Full Inclusion Education: Inner Communication and Universal Design for Learning. Journal of Special Education: Theory and Practice, 20(2), 377-389.

Hak Jun Lee, Kim Yong-Seong, KWON, SOON WOO and Le， Seon-Young. 2019, "Full Inclusion Education: Inner Communication and Universal Design for Learning", Journal of Special Education: Theory and Practice, vol.20, no.2 pp.377-389. Available from: doi:10.19049/JSPED.2019.20.2.15

Hak Jun Lee, Kim Yong-Seong, KWON, SOON WOO, Le， Seon-Young "Full Inclusion Education: Inner Communication and Universal Design for Learning" Journal of Special Education: Theory and Practice 20.2 pp.377-389 (2019) : 377.

Hak Jun Lee, Kim Yong-Seong, KWON, SOON WOO, Le， Seon-Young. Full Inclusion Education: Inner Communication and Universal Design for Learning. 2019; 20(2), 377-389. Available from: doi:10.19049/JSPED.2019.20.2.15

Hak Jun Lee, Kim Yong-Seong, KWON, SOON WOO and Le， Seon-Young. "Full Inclusion Education: Inner Communication and Universal Design for Learning" Journal of Special Education: Theory and Practice 20, no.2 (2019) : 377-389.doi: 10.19049/JSPED.2019.20.2.15

Hak Jun Lee; Kim Yong-Seong; KWON, SOON WOO; Le， Seon-Young. Full Inclusion Education: Inner Communication and Universal Design for Learning. Journal of Special Education: Theory and Practice, 20(2), 377-389. doi: 10.19049/JSPED.2019.20.2.15

Hak Jun Lee; Kim Yong-Seong; KWON, SOON WOO; Le， Seon-Young. Full Inclusion Education: Inner Communication and Universal Design for Learning. Journal of Special Education: Theory and Practice. 2019; 20(2) 377-389. doi: 10.19049/JSPED.2019.20.2.15

Hak Jun Lee, Kim Yong-Seong, KWON, SOON WOO, Le， Seon-Young. Full Inclusion Education: Inner Communication and Universal Design for Learning. 2019; 20(2), 377-389. Available from: doi:10.19049/JSPED.2019.20.2.15

Hak Jun Lee, Kim Yong-Seong, KWON, SOON WOO and Le， Seon-Young. "Full Inclusion Education: Inner Communication and Universal Design for Learning" Journal of Special Education: Theory and Practice 20, no.2 (2019) : 377-389.doi: 10.19049/JSPED.2019.20.2.15