• 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 Child Studies
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• v.27 no.6
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• pp.123-148
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• 2006

In this study of the formation of concepts of inclusion by non-disabled preschoolers in inclusive classroom settings, the researcher conducted participant observation and in-depth interviews from March 2004 through June 2005 in a single day care center offering inclusive education in Kyung-gi Province. The non-disabled children exhibited changes in their conception of disability through interactions with disabled children. The non-disabled children could be grouped into three categories: those who were wary of or disregarded disabled peers; those who disregarded disabled peers while helping them out; and those who actively cared for their disabled peers. Not all children went through the same developmental stages. The speed and degree of change in conception varied depending on the individual.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.389-390
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• 2016

Since the Salamanca statement in 1994, inclusive education became the worldwide issue in the field of educational policy. Inclusive education is defined that equality and comprehensive education in the classroom to learning together regardless of whether with disability or not (Han et al, 2013). Inclusive education is the educational system and consist of the three domains; guarantee of rights, improvement in environment and reform in curriculum (Han et al, 2015). Diversity education has been positioned as an educational method in inclusive education. Diversity in classroom is very wide ranging; nationality, gender, culture, race, ethnicity, disability, age and religion. Diversity education is the educational method to providing the appropriate education for the children's diversity on the assumption that appreciate to the diversity. In recent years, the main purpose of inclusive education is to encompass children with disabilities. However, developmental disabilities that has no intellectual delay become a new challenge in education in addition to the physical and mental disability. This study aims to definition of the diversity education as the educational method in Japan.

• 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.

• Journal of the Korea Society of Computer and Information
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• v.25 no.1
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• pp.167-175
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• 2020

The purpose of this study was to investigate the activation strategies of the inclusive education by sharing information & communication and creating a social disability empathy culture through literature review so that students with disabilities who receive inclusive education in general schools can get along with good friends and participate actively in various school or class events. The results of this study were as follows. First, in terms of volunteer activities of students without disabilities, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. Second, in terms of classroom management of classroom teachers, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. Third, in terms of special education teachers' role, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. Fourth, in terms of school administrators and educational administration institutions, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. The results of this study would be used as basic data to spread the disability empathy culture and improve the quality of inclusive education for students with disabilities to have inclusive education in the information society and be integrated into the community successfully.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.83-88
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• 2022

Applied Behaviour Analysis (ABA) is the applied science where strategies are derived from the principles of behaviour and are applied to improve meaningful social behaviours [3]. This study investigates the possible inclusive value of the use ABA in schools in Saudi Arabia. Interviews were conducted with two ABA therapists and a support teacher in order to address this possibility. From the research findings, it emerged how ABA is one of the cognitive-behavioural intervention models and therefore, can be generalised to other disorders or diagnoses and the applied behavioural analysis does have an inclusive value as it structures individualized activities for the increase of both personal and social skills and these activities allow the subject to work on his or her skills, which are, however, absolutely preparatory to the inclusion of the subject in the classroom context.

• Korean Journal of Child Studies
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• v.26 no.1
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• pp.229-245
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• 2005

This study examines the effects of project approach to promote social development of children with and without disabilities in inclusive classrooms. Participants in this study were 22 children with disabilities and 86 children without disabilities enrolled in 4 classes at two inclusive daycare centers. The experimental group implemented the project approach and the control group followed a traditional early childhood curriculum. An ANCOVA was conducted with mean difference scores in pre- and posttests between experimental and control groups. Significant differences between control and treatment groups existed in social development of children without disabilities, but no significant changes were found in children with disabilities. From the findings, we inferred that the project approach is an effective curriculum model for inclusion. Implications for classroom practices and recommendations for future research were suggested.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.213-236
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• 2014

This study is aimed at enhancing the prosocial behaviors and the positive peer play interaction of young children with developmental delays. Three children with developmental delays and three students without developmental delays who were 4-year-old students in an inclusive classroom were selected. Their homeroom teacher carried out the program with a small group of 6 children totaling 21 sessions over 3 months. The major results of this study were as follows: First, the result of both the observer and the parents' test after the program showed that the small group made positive changes on prosocial behaviors. In addition the frequency of target behaviors increased during the intervention. Second, the result of both the observer and the parents' test after the program showed that positive peer play interaction increased in the small group. Moreover the negative peer play interaction such as play disturbance and play isolation decreased. In conclusion, the thematic fantasy play program is useful for an inclusive classroom, and can be a concrete method to support inclusive education and childcare.

• Journal of Music and Human Behavior
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• v.18 no.1
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• pp.79-102
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• 2021

The purpose of this study was to identify the teaching methods used in inclusive music classes at elementary schools by of music in elementary school inclusive classes through the application of understanding by design and differentiated instruction, and to explore the feasibility of inclusive education. To this end, based on the 2.0 version of the backward design template, a unit for music lessons for 3rd and 4th grade inclusive classes was developed. The unit presented elements of differentiated instruction that considered students with intellectual disabilities at each stage. In the first stage, goals and essential questions were presented by analyzing the curriculum's achievement standards. In the second stage, a performance task was developed using the GRASPS technique, guidelines and examples were presented. Various evaluation methods based on students' readiness, interest, and learning type were suggested. In the third stage, the unit's seven lessons were planned using the WHERETO model. Examples of differentiated instruction for students with intellectual disabilities were presented by flexibly using classroom elements. This study indicated that understanding by design and differentiated instruction can be applied to inclusive education. Future studies on more diversified educational design and strategies are needed for promoting inclusive education.

• Research in Mathematical Education
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• v.21 no.1
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• pp.35-46
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• 2018

In this perspective paper, we present seven elements of the appropriate educator mindset for teaching in the constructivist elementary mathematics classroom. The elements include supporting students as they construct their own understanding, eliminating deficit view of slow learners, setting new understanding and growth as the learning objective, providing opportunities to co-construct meaning with peers, using student contributions as the source of curricular material, encouraging all students to participate in learning, and providing instruction not bounded by time. In our struggles to provide authentic, inclusive elementary classrooms, we hope that our discussion of the educator mindset can increase discourse on constructivism from philosophy to practice in the community of mathematics education and policy makers.