예비교사의 특수교육학개론 수강 경험 및 통합교육 실행을 위한 지원 방안 탐색

Abstract

The purpose of this study is to explore both the experiences of prospective teachers who
 have taken an ‘introduction to special education’ course, and support methods for implementing
 inclusive education, thereby providing implications for high-quality inclusive education. For the
 research, a series of semi-structured individual interviews were conducted with nine students from
 H University in Chungcheong Province who met the participant selection criteria and agreed to
 participate. The interview content was analyzed using a constant comparative method. As a result
 of qualitative analysis, three main themes—‘Enhancement of Disability Awareness and Broadening of
 Interest’, ‘Perception of Role as Implementers of Inclusive Education’ and ‘Demands for Implementing
 Inclusive Education’—as well as seven sub-themes emerged. Participants reported a positive change
 in their perception of individuals with disabilities through the ‘introduction to special education’
 course, developed an interest in various issues related to disabilities, and recognized their role as
 implementers of inclusive education. Furthermore, they suggested various approaches for an
 effective implementation of inclusive education. The conclusion and recommendations discussed
 strategies for achieving higher-quality inclusive education. The significance of this study lies in the
 in-depth exploration of the experiences of prospective teachers who completed the ‘introduction to
 special education’ course to search for support methods for implementing inclusive education.