KJCKorea
Journal Central

@article{ART003034644},
author={Lee, Inyoung and Lee Byoung-In and Bae Sunghyun},
title={Support Demands for Public Kindergarten Teachers for Young Children with Special Needs Placed in Various Forms of Inclusive Classes: Focused on Focus Group Interviews},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2023},
volume={24},
number={4},
pages={139-168},
doi={10.19049/JSPED.2023.24.4.06}

TY - JOUR
AU - Lee, Inyoung
AU - Lee Byoung-In
AU - Bae Sunghyun
TI - Support Demands for Public Kindergarten Teachers for Young Children with Special Needs Placed in Various Forms of Inclusive Classes: Focused on Focus Group Interviews
JO - Journal of Special Education: Theory and Practice
PY - 2023
VL - 24
IS - 4
PB - Research Institute of the Korea Special Education
SP - 139
EP - 168
SN - 1598-060X
AB - [Purpose] This study focuses on public kindergarten teachers who support young children with special needs placed in various forms of inclusive classes. It aims to explore the practical challenges and support demands they experience in classroom management situations. [Methods] we conducted focus group interviews with public kindergarten teachers who have over three years of experience in inclusive education, specifically in affiliated kindergartens with special education classes not installed/installed, independent public kindergartens with special education classes installed. A total of eight upper categories and 23 subcategories were derived from the data. [Results] The research results are as follows. First, public kindergarten teachers acknowledged the educational effectiveness of inclusive education while operating various forms of inclusive classes. Second, in kindergartens with special classes, there was a recognition of the importance of collaboration with early childhood special education(ECSE) teachers for support. In contrast, in kindergartens special education class not installed, where access to the specialized assistance of ECSE teachers is not possible, difficulties related to the absence of expertise were revealed. Third, there was a demand for tailored support based on the operational forms of inclusive classes in various public kindergartens. [Conclusion] This study explored the experiences and changes among public kindergarten teachers in response to the operation of various forms of inclusive classes. Based on these findings, the significance lies in deriving implications for the support demands of public kindergarten teachers to enhance the quality of education of young children with special needs placed in public kindergartens.
KW - Public Kindergarten Teachers;Young Children with Special needs;Inclusive Education;Focus Group Interviews(FGI)
DO - 10.19049/JSPED.2023.24.4.06
ER -

Lee, Inyoung, Lee Byoung-In and Bae Sunghyun. (2023). Support Demands for Public Kindergarten Teachers for Young Children with Special Needs Placed in Various Forms of Inclusive Classes: Focused on Focus Group Interviews. Journal of Special Education: Theory and Practice, 24(4), 139-168.

Lee, Inyoung, Lee Byoung-In and Bae Sunghyun. 2023, "Support Demands for Public Kindergarten Teachers for Young Children with Special Needs Placed in Various Forms of Inclusive Classes: Focused on Focus Group Interviews", Journal of Special Education: Theory and Practice, vol.24, no.4 pp.139-168. Available from: doi:10.19049/JSPED.2023.24.4.06

Lee, Inyoung, Lee Byoung-In, Bae Sunghyun "Support Demands for Public Kindergarten Teachers for Young Children with Special Needs Placed in Various Forms of Inclusive Classes: Focused on Focus Group Interviews" Journal of Special Education: Theory and Practice 24.4 pp.139-168 (2023) : 139.

Lee, Inyoung, Lee Byoung-In, Bae Sunghyun. Support Demands for Public Kindergarten Teachers for Young Children with Special Needs Placed in Various Forms of Inclusive Classes: Focused on Focus Group Interviews. 2023; 24(4), 139-168. Available from: doi:10.19049/JSPED.2023.24.4.06

Lee, Inyoung, Lee Byoung-In and Bae Sunghyun. "Support Demands for Public Kindergarten Teachers for Young Children with Special Needs Placed in Various Forms of Inclusive Classes: Focused on Focus Group Interviews" Journal of Special Education: Theory and Practice 24, no.4 (2023) : 139-168.doi: 10.19049/JSPED.2023.24.4.06

Lee, Inyoung; Lee Byoung-In; Bae Sunghyun. Support Demands for Public Kindergarten Teachers for Young Children with Special Needs Placed in Various Forms of Inclusive Classes: Focused on Focus Group Interviews. Journal of Special Education: Theory and Practice, 24(4), 139-168. doi: 10.19049/JSPED.2023.24.4.06

Lee, Inyoung; Lee Byoung-In; Bae Sunghyun. Support Demands for Public Kindergarten Teachers for Young Children with Special Needs Placed in Various Forms of Inclusive Classes: Focused on Focus Group Interviews. Journal of Special Education: Theory and Practice. 2023; 24(4) 139-168. doi: 10.19049/JSPED.2023.24.4.06

Lee, Inyoung, Lee Byoung-In, Bae Sunghyun. Support Demands for Public Kindergarten Teachers for Young Children with Special Needs Placed in Various Forms of Inclusive Classes: Focused on Focus Group Interviews. 2023; 24(4), 139-168. Available from: doi:10.19049/JSPED.2023.24.4.06

Lee, Inyoung, Lee Byoung-In and Bae Sunghyun. "Support Demands for Public Kindergarten Teachers for Young Children with Special Needs Placed in Various Forms of Inclusive Classes: Focused on Focus Group Interviews" Journal of Special Education: Theory and Practice 24, no.4 (2023) : 139-168.doi: 10.19049/JSPED.2023.24.4.06