• Journal of Digital Convergence
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• v.19 no.4
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• pp.305-317
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• 2021

By examining the experience of residential child care staffs, this study explored the multifaceted aspects of inclusive care and discussed the direction of successful inclusive education implementation in residential child care facilities. Interviews were conducted with 10 care staffs experienced inclusive education at residential child care facilities, and qualitative case study method was used to analyze transcribing data. Care staffs were reluctant to carry out inclusive education. They felt guilty due to not enough care either for disabled or non-disabled children in the process of adapting to inclusive education. They were calling for immediate communication channels to get the necessary support on time. They also recognized needs for professional education for care staffs regarding care of disabled children, and to dispatch special education teachers. It was found that all participants in the study disagreed on three-shift policy. Lastly, the support measures according to the multifaceted aspects of inclusive care in residential child care facilities were discussed.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.109-114
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• 2022

The article theoretically analyzed and specified definitions such as: "professional development of personality, competence, professional competence of a teacher". Structural components of professional competence are defined, namely: theoretical involves deep knowledge in the field of special pedagogy, special psychology; technological involves the use of acquired knowledge in practical activities and personal in which important personal characteristics of a special teacher are noted. Criteria and levels of development of professional competence of future special teachers are determined. The article analyzes the peculiarities of the professional activity of a teacher in the conditions of an inclusive educational space, in particular, the special training of a teacher as an integral component of this process. Emphasis is placed on the cooperation of teachers in an inclusive educational institution for the socialization of a child with special needs and her preparation for independent life.

• Journal of the Korean Institute of Educational Facilities
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• v.17 no.3
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• pp.13-20
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• 2010

Seattle Public School Authority implements Inclusive Education which allows handicapped children to study in ordinary schools. This research is to analyze Inclusive Education system and find characteristics of school network and school planning. Survey was performed on 9 school districts and 54 public schools. The found results are following; 1) 54 schools adopt special education programs and legal barrier free design. All handicapped children groups are divided into level I through Ⅳ including mild level (level I,II) at all schools and multi-handicapped(severe level, level III, IV) at schools specified by school district or Seattle City. 2) Each school groups are transformed into self-contained classroom, therapy room and general room as a set in consideration of user communication and special education program. Also, existing classrooms are rearranged into small study spaces by using partition system. It allows ordinary schools to accomodate Inclusive Education through school network, classroom rearrangement and space partitioning.

• Korean Journal of Childcare and Education
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• v.18 no.6
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• pp.101-126
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• 2022

Objective: The purpose of this study was to investigate the implementation experiences of the 「2019 revised Nuri curriculum」 of early childhood education teachers and special education teachers at inclusive child care and education centers. Methods: Individual interviews with 14 teachers at seven inclusive settings in Seoul were conducted. The collected data were transcribed, and six categories and 42 sub-themes in early childhood education teachers and six categories and 37 sub-themes in special education teachers were derived through qualitative-comparative content analysis. Results: The teacher in-service education conducted prior to the implementation of the 「2019 revised Nuri curriculum」 gave substantial aid in the applied practices of cases. The perceptions of teachers related to the 「2019 revised Nuri curriculum」 were heightened. The inclusive settings had been changed according to the principles of play, case, and children's interest. As the 「2019 revised Nuri curriculum」 progressed, children also changed. The implementation of the 「2019 revised Nuri program」 allowed the positive and the negative experiences to coexist at the inclusive settings. For the successful implementation of the 「2019 revised Nuri curriculum」 , calls for the improvement of the child care and education center and national level must be stressed. Conclusion/Implications: Based on the results, discussions and recommendations were presented to solve the difficulties.

• Korean Journal of Child Studies
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• v.32 no.6
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• pp.49-62
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• 2011

The purpose of this study was to analyze recent research trends in early childhood inclusive education. For this purpose, a total of 408 theses, written between 1986 and 2010, were chosen and then analyzed in terms of years of publication, the main topics of research, and the research methodology used. The results of this study are presented and discussed as follows : First, the amount of research into inclusive education increased greatly after 2001. Second, the main topics of the research, as reflected in the theses studied, were general discussions of inclusive education, the attitudes and apprehension of those working with young children with disabilities and the rate of increase in the quantity of research produced has been gradually increased. Third, the methodologies of researches varied somewhat, as reflected in the review of the survey studies and experimental studies. Therefore, it can be said that research into Early Childhood Inclusion Education will continue to be a subject of interest and study and will continue to develop for the benefit curriculum, measurement, assessment and the families concerned.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.124-139
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• 2010

The purpose of this study was to understand the influence of the inclusive leader on group interactions in scientific inquiry experiments emphasizing group interactions. For this purpose, the students' verbal interaction patterns in groups with inclusive leaders were compared with those of groups with normal leaders and the inclusive leaders' influence on the progress of group interactions was analyzed extensively. This study focused on interactions of four small groups of seventh graders, with two having inclusive leaders and two having normal leaders. Students were involved in seven science classes for three weeks and students' interactions in each class were observed and recorded using video/audio. The data recorded was transcribed. Analysis of verbal interaction patterns showed that the small group with the inclusive leader had a more positive atmosphere and highly structured interactions. Results of the study showed that interactions of small groups with inclusive leaders were sustained for longer times, since the inclusive leaders initiated and expanded interactions. The inclusive leaders behaved with consideration of the feelings of other members in sharing their roles or facing critical situations. In addition, although they sometimes gave pressured other members to get them to participate, the pressure did not discourage their interaction as opposed to the emotional pressure that normal leaders would exert. The inclusive leaders were pleased with small-group interactions and activities. They considered the feelings of the other members and respected others' opinions. Such characteristics of inclusive leaders preserved a positive atmosphere and produced more high-level interactions. Thus, the groups that inclusive leaders had influenced had a pleasant and significant learning experience. Educational implications of characteristics of the inclusive leader and the organization of groupings were drawn.

• Journal of the Korean Institute of Educational Facilities
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• v.21 no.2
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• pp.3-12
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• 2014

Elementary School is a special facility where sense of place plays critical role for the development of children. Children in special education call for special attention as they hold inferior status compared to the children in regular class especially under the inclusive education policy. Eight cases of special education class area are analyzed in terms of social space, personal space and favorite place which is known to be basic factor for the development. As a result outdoor space found to be designed inappropriate even when designed accessible to the special education class as it could not meet the developmental needs of children in special education. Special education class area inside the building is also found to be too exclusive to allow social mix with children in regular class disregarding the intention of inclusive education. Location of these class should be strategic as it is critical to be linked with regular classroom efficiently still allowing psychological buffer as the children in special education tend to form restorative space inside the special education classroom showing the possibility of creating sense of place there.

• International Journal of Knowledge Content Development & Technology
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• v.13 no.4
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• pp.39-49
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• 2023

This research investigates the availability of information resources for visually impaired students in University libraries in Nigeria; a tool for inclusive University education. A Descriptive survey research design was adopted for the study and a total number of 20 University libraries took parts in the study. A self-constructed online questionnaire was designed and distributed to collect the data from respondents (librarians) using a simple random sampling technique. A total of 45 respondents filled out the online questionnaire, but 40 were valid and useful for analysis. The use of frequency count and percentages method of data analysis was adopted for this research work. The study reveals that most of the University libraries lacked information resources for visually impaired students, it was found that the inclusion of information resources for visually impaired persons will promote inclusive education and librarians' skills. The challenges hindering the availability of information resources to the visually impaired students are insufficient funds for maintenance, erratic power supply and inadequate skills by users, among others. Recommendations were made for the campaign for inclusive education and the provision of information resources for visually impaired students.

• Journal of Korean society of Dental Hygiene
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• v.8 no.4
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• pp.193-204
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• 2008

Purpose : The purpose of this study was to make a comparative analysis of the curriculum segment of the dental hygiene education accrediting criteria, one of the six segments of the criteria, and the curriculums of 26 colleges in a bid to provide information on the modification or improvement of the curriculums. Method : The curriculums of 18 three-year-course colleges and eight four-year-course universities were selected, and the courses offered by 10 colleges or more were categorized into three different fields to tabulate the courses: primary education, prevention / education, and clinical dental hygiene. After the courses were analyzed, some of them that were possible to integrate in view of dental hygienist duties were presented in this study as inclusive courses. Results : There was connection among the degree courses of the three-year-course curriculums in the field of primary education. The curriculums failed to keep up with the worldwide globalization trend. 90 credits or more were allocated to major subjects, which satisfied one of the mandatory requirements of the accrediting criteria, and two colleges provided theoretical and practical courses in the ratio of 50:50. A wide variety of personality-education and teaching-profession courses were offered according to each college's circumstances. None of the colleges was equipped with an inclusive curriculum, and there was a tendency for the three-year-course colleges to offer segmented subjects in accordance with the national examination. The courses in the field of prevention and education that are bound up with the job performance of dental hygienists should be integrated into dental hygiene and practice, and the courses in the clinical dental hygiene field should be incorporated into an inclusive course of 치과임상학. The integration of the courses will make it possible to ensure the successful articulation of the different school systems and to stay abreast with the globalization trend. Even just inclusive courses should give more weight to practice than theory to bolster the job performance of dental hygienists, and an inclusive curriculum should be prepared for students to receive activity-centered hands-on education in different semesters.

• Korean Journal of Child Studies
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• v.32 no.4
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• pp.115-134
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• 2011

The purpose of this study was to understand children's negative attitudes exhibited towards peers with special needs in an inclusive kindergarten, utilizing ethnographic research methodology. The subjects consisted of 54 children undergoing typical development and three children with special needs in a public kindergarten in Busan metropolitan city. Data collection was conducted by means of participant observations and interviews took place from April until November, 2009. Our results revealed that the responses of 'not acknowledging presence', 'differentiating', 'adapting them to us', 'excluding at play' were major themes in children's negative attitudes exhibited towards peers with disabilities in an otherwise ostensibly inclusive kindergarten. The response of 'not acknowledging presence' was categorized as a way of ignoring their existence, whereas 'differentiating' was categorized as stressing difference, and assuring difference. There were two characteristics related to 'adapting them to us' : adapting them to our ways, adapting them to our knowledge. Concerning 'excluding from play', four characteristics were found : excluding indirectly, excluding directly, excluding illogically, and excluding by seeking majority accord. The implications of the findings for inclusive early childhood education were discussed.