Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96
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pISSN : 1598-060X / eISSN : 2734-0090
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Exploring the Experiences of Secondary Special Education Teachers in the Inclusive Education Field: Focusing on Gangwon-do
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2022, 23(3), pp.69-101
- DOI : 10.19049/JSPED.2022.23.3.04
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
- Received : August 10, 2022
- Accepted : September 15, 2022
- Published : September 30, 2022
1원주여자중학교
Accredited
ABSTRACT
[Purpose] The purpose of this study was to explore the experiences and needs of secondary school special education teachers working in various areas of inclusive education. [Method] Eight middle-school special education teachers were selected as research participants, and a phenomenological study was conducted. Data were collected through in-depth interviews and observations, and subsequent analysis revealed 4 main themes and 16 sub-themes. [Results] First, the characteristics of inclusive middle and high schools vary, depending on the type and size of the school, the maturity level of the students, and their degree of disability. Second, special education teachers are responsible for a wide range of tasks in the field of inclusive education, and they feel that, rather than cooperation, there is a lack of committed support, of guidance for individual students, and of guidance relating to full-time special-class students. Third, for the essential elements for inclusive education are inclusive classroom teacher’s unbiased awareness, ready special education teacher, and preparation of disabled students to become a member. Finally, it was confirmed that, in order to advance the field of inclusive education, it is necessary to strengthen teacher competency, to maintain cooperative relationships, to provide ongoing education to improve awareness of disabled students, and to support full-time special-class students. [Conclusion] Based on the research results, it is suggested that discussions should be held on the role of special teachers and on areas in the field of inclusive education in middle and high schools where support is particularly needed. Follow-up studies are recommended.
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