Purpose: This study aimed to support the inclusion of students with physical disabilities by developing a checklist based on the cooperation between elementary school inclusive class room teachers and special education teachers. Method: Preliminary questions were developed based on the previous studies, and the final questions were composed based on the feedback from the experts for twice. Results: As a result, 96 questions were developed in total, in three categories: basic information, integrated class adaptation period checklist, and area-specific checklist. Conclusion: Since this study was developed for elementary schools, there is a limitation to reflect the individual support needs of all ages. Accordingly, through follow-up studies, cooperation plans for inclusive education for learners with physical disabilities of various ages should be considered.
|Number of pages||30|
|Journal||Korean Journal of Physical, Multiple and Health Disabilities|
|State||Published - 2021|
- Inclusive education
- Students with physical disabilities