Understanding and Dealing With Current Early Childhood Educators' Needs After Compulsory Inclusive Education in Korea

• In Event: Park Central Roundtable Session 12
  In Roundtable Session: Roundtable Session: Special Education at the Forefront

Abstract

The purpose of this study is to examine general early childhood teachers’ beliefs about inclusive
education in South Korea after compulsory inclusive education. 351 teachers who had previous teaching experience in inclusive classrooms completed Educators’ Belief Scale on Early Childhood Inclusive Education survey. Results indicate that whereas the overall sentiments towards inclusive education were positive, teachers expressed a lower level of willingness to implement inclusive education. The results show that teachers with higher qualifications, and longer teaching and training experiences hold more positive beliefs about ‘collaboration’ for successful implementation. The implications for teacher education, professional development, and collaboration between general and special education teachers are discussed.

Authors

• Kyoung Jin Kim, Wheelock College

• Min-kyung Han

• Hae Min Yu, Missouri State University