Inclusive Education in Republic of Korea

Abstract

Republic of Korea has seen exponential growth in not only the economy but also inclusive education. According to special education statistics (Ministry of Education, 2019), over 70% of school-aged students with disabilities are physically placed in general schools. Despite the quantitative growth in inclusive education and the existence of an inclusive education policy, it is questionable that the students placed in general classrooms and special classrooms of general schools receive appropriate individualised educational services as students with disabilities in regular schools return to special schools. Contrary to a global trend of special education moving away from segregation and making its way towards inclusion, Korean inclusive education has evolved in a way that necessitates strengthening both inclusion and segregation by extending specialised support for inclusive education and opportunities for special education. The authors in this chapter will discuss Korean cultural and traditional backgrounds, statistics showing the current status of special and inclusive education, policies and legislation of Korean special and inclusive education, research on curricula, and teacher training for inclusive education. Implications for the advancement of inclusive education will be explored.KeywordsCultural backgroundsInclusionInclusive educationPoliciesLegislationsRepublic of Korea