South Korean Educators’ Knowledge, Values, and Views on Inclusive Practices for Neurodevelopmental Disabilities

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Global Practices and Insights on Disability

Abstract

This study explores South Korean educators’ self-reported knowledge of neurodevelopmental disabilities (NDD), their valued educational practices, and perceptions of cultural values impacting students with NDD. Using a mixed-method survey (N = 67), findings revealed moderate knowledge levels but lower perceived preparation, with doctoral-level educators reporting significantly greater readiness. Beliefs about inclusive practices were mixed - neither strongly deficit-based nor fully affirming. Qualitative themes highlighted tensions between inclusion and cultural norms of conformity, competition, and stigma. While some educators expressed empathy and progress toward inclusion, structural and cultural barriers remain. Findings suggest that a single-course model may be insufficient, and call for expanded, culturally responsive teacher training to promote equity and inclusive practices for students with NDD in South Korea.

Authors

• Vania DaEun Jung, Denison University

• Xiaoning Wang, Denison University