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ERIC Number: EJ1058248
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1555-6913
The US and South Korean Pre-K through 6 Teachers' Beliefs about Inclusion Practices in Their Countries: Cross Cultural Perspectives
Hyunjeong, Jeong; Tyler-Wood, Tandra L.; Kinnison, Lloyd; Morrison, George
Journal of the International Association of Special Education, v15 n2 p11-23 Fall 2014
South Korea and the United States of America (US) both have procedures in place for identifying and serving individuals with disabilities in inclusive classrooms. This current study examined the differences in identification practices for students with disabilities in the US and South Korea. In South Korea, fewer students were identified as having disabilities and the students who were identified tended to have more significant disabilities. The beliefs towards inclusion of educators teaching pre-K through 6th grade in both countries were documented and contrasted. Differences concerning teacher beliefs about students with disabilities in inclusive settings were examined across the two countries. In addition, teachers' beliefs concerning isolation were explored. Recommendations were made for additional exploration for teacher training. Future exploration of the impact that current identification and inclusion practices hold for student outcomes in both countries was recommended.
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea; United States