Abstract
Following the 2019 Revised Nuri Curriculum has been implemented, early childhood special education (ECSE) in inclusive settings must keep pace. In this study, we developed a checklist for Early Childhood Education (ECE) and ECSE teachers working together to support young children with physical disabilities in child-oriented, play-based curriculum. Based on previous research, a preliminary inventory was developed and content validity was examined with 8 professionals. The calculated Content Validity Index (CVI) means were .88~1.0. As a result, a total of 17 items were developed in three categories: pre-planning for cooperative support, play and daily routine participation support, and peer interaction support. This study has implications for developing a curriculum-based checklist for children with physical disabilities in inclusive settings. More research on support plans and practical use verification should be followed.
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