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Collaboration Experiences and Support Needs of Early-Childhood Special Education Teachers Supporting Two or More Full Inclusive Classes

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2023, 24(3), pp.247-271
  • DOI : 10.19049/JSPED.2023.24.3.10
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : August 9, 2023
  • Accepted : September 13, 2023
  • Published : September 30, 2023

Lee, Gayoung 1 Lee Byoung-In 2 Bae Sunghyun 2

1서울강덕초등학교병설유치원
2단국대학교

Accredited

ABSTRACT

[Purpose] The purpose of this study was to examine the practical experience of collaboration for early-childhood special education teachers who support young children with special needs in full inclusive classes by age in an elementary-school-affiliated kindergarten, and to determine their difficulties and support needs. [Method] To that end, in-depth interviews were conducted with three early-childhood special teachers who led two full inclusive classes at a kindergarten attached to an elementary school. Through data analysis, 2 upper categories, 9 lower categories and 31 main contents were derived. [Results] First, participants shared professional knowledge with other teachers and experienced encounters with various inclusive classes in the process of implementing collaboration. Second, it was found that the implementation of the「2019 Revised Nuri Curriculum」led to the implementation of various co-teaching efforts and made it more acceptable for early-childhood teachers to play with young children with special needs. Third, the understanding and common accountability of teachers from both sides were mentioned as difficulties experienced in the process of implementing co-teaching. Fourth, in order to support all children in full inclusive classes as “our children”, the teachers requested administrative support such as increasing the number of classes and adjusting the number of children in each class, and the approaches of “one class” and a “joint homeroom teacher system” were activated to implement co-teaching. The need for “communication between teachers” was raised. [Conclusion] The findings of this study are meaningful in that they identify ways to implement effective collaboration among early-childhood special education teachers for the implementation of inclusive classes.

Citation status

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