Purpose: The purpose of this study was to identify the effects of an online teacher learning community for teaching students with physical disabilities in inclusive elementary schools. Method: A one-group pretest-posttest control design for the same group was used in this study. A total of 13 special education teachers participated in a 10-week online teacher learning community program. Follow-up focus group interviews were conducted to further explore participants' experiences. Results: The participants' teacher efficacy and their perceived level of expertise in physical disability were increased as a result of the program. Qualitative data analysis of the focus group interviews revealed three main themes: (1)difficulties in teaching students with physical disabilities, (2)teacher learning community; sharing and growing together, and (3)program evaluation for better results. Conclusion: The findings of this study highlight the value of providing proper support to special education teachers to ensure a better quality of education for students with physical disabilities. The study suggested that the online learning community could be an effective method for supporting special educators who are responsible for teaching students with physical disabilities in inclusive settings.
|Number of pages
|Korean Journal of Physical, Multiple and Health Disabilities
|Published - 2022
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- online teacher learning community
- perceived level of expertise
- physical disability
- teacher efficacy