중·고등학교 지체장애학생 통합교육과 관련한 특수교사의 경험과 지원요구 탐색

Purpose This study aimed to investigate special educators’ experience and support needs for effectively implementing inclusive education for students with physical disabilities in secondary schools. Method Individual interviews were conducted with 10 special educators with teaching experience in inclusive education for students with physical disabilities in special classes at middle and high schools. The interview data were transcribed and analyzed using continuous comparative analysis.The findings revealed 13 subtopics categorized under 3 main themes. Results A multidimensional support system should be established to realize the inclusive education of secondary students with physical disabilities, emphasizing collaboration among families, schools, and school district offices, and including the following features: 1) cooperation and support of families, 2) school-level support and cooperation among stakeholders, 3) inclusive education support from school district offices, and 4) strengthening awareness and expertise of special educators in inclusive education for students with physical disabilities. Conclusion Based on the research findings, the following issues were discussed in relation to inclusive education for secondary students with physical disabilities. First, the increasing number of students with severe and multiple disabilities in secondary schools highlights the necessity of a school-based health support system. Second, students with cognitive and physical disabilities require various levels of individualized support to participate in the general education curriculum. Third, school district offices should acknowledge their role as service providers and establish a support system for timely information and assistance to special education educators. Finally, the implementation of new educational curricula in secondary schools calls for an increased emphasis on collaborative support systems.