Abstract
The Ministry of Education has announced the revised 2022 curriculum and the main direction of the revised curriculum is to foster proactive individuals with inclusion and creativity. The keyword ‘inclusion’ is not only the central focus of global educational projects, but also mentioned in various policy research at the na-tional level in Korea. It is based on the intention to prepare a sustainable future together from a community perspective, alongside personal growth. In this regard, this study examines the meaning of inclusion in the 2022 revised curriculum and explores the relationship between art education and inclusiveness. To do so, literature on the background of inclusion in education and information on the emergence and significance of inclusion in art education are reviewed. Lastly, the content, methods, and considerations for implement-ing inclusive education in art education are discussed and active exchanges with experts in other fields, segmentation of education according to target, development of textbooks, fairness in evaluation methods, and support for teachers were suggested as future action plans.
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