Current Status of and Demand for Support of Inclusive Education for Students with Severe and Multiple Disabilities Recognized by Special Class Teachers (특수학급 교사가 인식하는 중도중복장애학생 통합교육 실태 및 지원요구)

Pyo Yun Hui (표윤희); Lee, Heeyeon (이희연)

doi:10.19049/JSPED.2023.24.2.01

Current Status of and Demand for Support of Inclusive Education for Students with Severe and Multiple Disabilities Recognized by Special Class Teachers

Journal of Special Education: Theory and Practice
Abbr : JSPED
2023, 24(2), pp.1-25
DOI : 10.19049/JSPED.2023.24.2.01
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education
Received : May 12, 2023
Accepted : May 31, 2023
Published : June 30, 2023

Pyo Yun Hui ¹, Lee, Heeyeon ²

¹인제대학교
²경인교육대학교

Accredited

ABSTRACT

[Purpose] This study aimed to investigate the actual situation and perception of inclusive education for students with severe and multiple disabilities and the demand for support for vitalizing inclusive education targeting special education teachers in general schools who have experience in inclusive education for students with severe and multiple disabilities. [Method] Special education teachers who had experience implementing inclusive education for students with severe and multiple disabilities in a general school environment were recruited using convenience sampling at the national level. A total of 138 special education teachers participated in the online survey. [Results] The contents of the questionnaire, which consisted of 35 questions and included free opinions on the actual status and satisfaction of inclusive education, perceptions and difficulties, demands for inclusive education, support and activation plans, and improvement plans for education and inclusive education, were summarized and described. [Conclusion] Based on the results of the study, several aspects of the plan and implications for revitalizing inclusive education for students with severe and multiple disabilities in Korea were discussed.

KEYWORDS

Student with Severe and Multiple Disabilities, Special Education Teachers, Inclusive Education, Current Status, Demand for Support

Citation status

* References for papers published after 2023 are currently being built.

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Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96

Current Status of and Demand for Support of Inclusive Education for Students with Severe and Multiple Disabilities Recognized by Special Class Teachers

ABSTRACT

KEYWORDS

Citation status

* References for papers published after 2023 are currently being built.

Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96

Current Status of and Demand for Support of Inclusive Education for Students with Severe and Multiple Disabilities Recognized by Special Class Teachers

ABSTRACT

KEYWORDS

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* References for papers published after 2023 are currently being built.