Abstract
Abstract The purpose of the study is to analyze the difference of the intention to implement instructional adaptations for students with disabilities between preliminary teachers who agree on inclusive education and who do not agree on inclusive class. The subjects are 318 preliminary teachers who enrolled in the Busan national university of education(180 pro-inclusive preliminary teachers and 138 anti-inclusive preliminary teachers). The questionnaires are composed of currently demographic information, perception about inclusive education, and instructional adaptations. To examine the differences depend on the teachers' perception of inclusive education, descriptive statistics, and t-test were used. The results are as follow: Significant differences in total instructional adaptations and three sub-instructional adaptations(e.g., instructional environment, instructional groups, and instructional contents) were found between preliminary teachers who agree on inclusive education and who do not agree on inclusive education. Key words : Preliminary elementary school teacher, Inclusive education, Instructional adaptations Corresponding author : 062-970-0203, emia@nambu.ac.kr
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