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The Pros and Cons of Inclusive Education for Deaf Students and Successful Inclusive Education: An Analysis of FGI Contents of Graduate Students majoring Special Education

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2022, 23(2), pp.1-28
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : May 11, 2022
  • Accepted : June 9, 2022
  • Published : June 30, 2022

Hak Jun Lee 1 KWON, SOON WOO 2 Jung Byung Jong 3

1대구대학교 한국특수교육문제연구소
2대구대학교
3가야대학교

Accredited

ABSTRACT

[Purpose] The purpose of this study is to discuss the pros and cons of inclusive education for deaf students and to explore successful inclusive education. [Method] To this end, the focus group interview (FGI) recording data conducted for 10 graduate students majoring in special education were analyzed after transcription. The results are as follows. [Result] First, it is a debate on the pros and cons of inclusive education for deaf students. The pros logic is social and self-esteem development, language ability improvement and potential ability development, positive peer relationships, educational effects of deaf and non-disabled students, and improved awareness of disabled students. On the other hand, the opposite logic is difficulty in communication, lack of expertise of general teachers, negative perceptions of non-disabled students and passive attitudes of special teachers, lack of learning devices for deaf students, and alienation from remote classes of COVID-19. Second, for the successful inclusive education of deaf students, it is necessary to change the perception of teachers, non-disabled students to deaf students, and to develop the expertise of special teachers and inclusive education homeroom teachers. At the social level, it was proposed that the government and schools need to improve systems such as administration, finance, and device support. [Conclusion] In the inclusive education of deaf students, there is a problem in the gap between ideal and reality. For successful inclusive education, obstacles to reality must be removed. In a school that can be called a small society, we should be able to experience a society that lives together without distinction between disability and non-disability through inclusive education for deaf and non-disabled students.

Citation status

* References for papers published after 2022 are currently being built.

This paper was written with support from the National Research Foundation of Korea.