@article{ART003002397},
author={Lee, Gayoung and Lee Byoung-In and Bae Sunghyun},
title={Collaboration Experiences and Support Needs of Early-Childhood Special Education Teachers Supporting Two or More Full Inclusive Classes},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2023},
volume={24},
number={3},
pages={247-271},
doi={10.19049/JSPED.2023.24.3.10}
TY - JOUR
AU - Lee, Gayoung
AU - Lee Byoung-In
AU - Bae Sunghyun
TI - Collaboration Experiences and Support Needs of Early-Childhood Special Education Teachers Supporting Two or More Full Inclusive Classes
JO - Journal of Special Education: Theory and Practice
PY - 2023
VL - 24
IS - 3
PB - Research Institute of the Korea Special Education
SP - 247
EP - 271
SN - 1598-060X
AB - [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.
KW - Full Inclusion;Collaboration;Early-Childhood Special Education Teachers;Kindergartens Attached to Elementary Schools
DO - 10.19049/JSPED.2023.24.3.10
ER -
Lee, Gayoung, Lee Byoung-In and Bae Sunghyun. (2023). 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, 24(3), 247-271.
Lee, Gayoung, Lee Byoung-In and Bae Sunghyun. 2023, "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, vol.24, no.3 pp.247-271. Available from: doi:10.19049/JSPED.2023.24.3.10
Lee, Gayoung, Lee Byoung-In, Bae Sunghyun "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 24.3 pp.247-271 (2023) : 247.
Lee, Gayoung, Lee Byoung-In, Bae Sunghyun. Collaboration Experiences and Support Needs of Early-Childhood Special Education Teachers Supporting Two or More Full Inclusive Classes. 2023; 24(3), 247-271. Available from: doi:10.19049/JSPED.2023.24.3.10
Lee, Gayoung, Lee Byoung-In and Bae Sunghyun. "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 24, no.3 (2023) : 247-271.doi: 10.19049/JSPED.2023.24.3.10
Lee, Gayoung; Lee Byoung-In; Bae Sunghyun. 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, 24(3), 247-271. doi: 10.19049/JSPED.2023.24.3.10
Lee, Gayoung; Lee Byoung-In; Bae Sunghyun. 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. 2023; 24(3) 247-271. doi: 10.19049/JSPED.2023.24.3.10
Lee, Gayoung, Lee Byoung-In, Bae Sunghyun. Collaboration Experiences and Support Needs of Early-Childhood Special Education Teachers Supporting Two or More Full Inclusive Classes. 2023; 24(3), 247-271. Available from: doi:10.19049/JSPED.2023.24.3.10
Lee, Gayoung, Lee Byoung-In and Bae Sunghyun. "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 24, no.3 (2023) : 247-271.doi: 10.19049/JSPED.2023.24.3.10