강원도 통합학급 및 특수학급 교사의 통합교육 인식 및 지원 요구

Abstract

This study aimed to investigate the perceptions of inclusive education, practices related to Individualized Education Plans (IEPs), the current status of inclusive education implementation, and support needs among special education teachers and inclusive classroom teachers in Gangwon Province. Surveys were conducted using questionnaires designed for special education teachers and inclusive classroom teachers working in elementary, middle, and high schools in Gangwon Province. A total of 126 inclusive classroom teachers and 164 special education teachers participated in the online survey. The results of the analysis of the survey were as follows: Firstly, both inclusive classroom teachers and special education teachers expressed strong support for inclusive education. The highest proportion of respondents believed that when inclusive education is successfully implemented, it will create a sense of community that cares for and supports a diverse range of students. Secondly, most respondents reported that special education teachers primarily wrote individualized education plans (IEPs) after communication with general education teachers. Inclusive and special education teachers identified the most significant difficulty in creating and implementing IEPs as 'linking IEP goals with instruction at inclusive classroom instruction.' Thirdly, a high percentage of inclusive classroom teachers and special education teachers reported no experience participating in inclusive education training. Notably, both groups of teachers indicated that they rarely implemented co-teaching in inclusive education. The most frequently mentioned support needed when teaching students with special needs in inclusive classrooms was 'support for behavioral problems. Based on the research findings, implications were suggested regarding several supports to enhance the quality of inclusive education in Gangwon Province.