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Experience and Perception of Secondary Special Education Teachers of Students with Mild Intellectual Disabilities who Refuse to Support Special Classes and Special Education Teachers

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2023, 24(2), pp.77-110
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : May 12, 2023
  • Accepted : June 8, 2023
  • Published : June 30, 2023

Im, HyoKyung 1

1원주여자중학교

Accredited

ABSTRACT

[Purpose] The purpose is to explore the experiences and perceptions of secondary special education teachers of students with mild intellectual disabilities who refuse to support special class classes and special teachers. [Method] Six secondary special education teachers were selected as research participants. In-depth interviews, non-participatory observations, and related literature were collected. [Results] Students were refusing to assistance due to trauma in the past, rejection of students with severe disabilities, confusion about their identity, and false perceptions of "disability" and “special education.” The role of cooperative parents and Inclusive class teachers is important for students to adapt to school with the necessary support. And there is a need for education that allows students to recognize themselves positively, and education for improving awareness of the disabled and human rights education are needed. [Conclusion] Discussions and follow-up studies on the role and support of special education teachers for students who refuse to support special education were suggested.

Citation status

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