Inclusion of Young Children With Disabilities in South Korea: Current Status and Challenges

Abstract

Inclusion of children with disabilities in early childhood care and education settings improves learning and socialization outcomes for all children. In recent decades, many countries have begun to promote inclusion in school and child care settings, although most are suffering from a lack of trained special education professionals, long-held stigmas, and (in some cases) lack of political will. In this article, the authors give a brief history of special education and care in South Korea, outline some of the actions the government has undertaken to promote inclusion of all learners, and identify some of the remaining challenges to full participation of students with disabilities in national schools and child care centers.