The US and South Korean Pre-K through 6 Teachers' Beliefs about Inclusion Practices in Their Countries: Cross Cultural Perspectives

Autor/inn/en	Hyunjeong, Jeong; Tyler-Wood, Tandra L.; Kinnison, Lloyd; Morrison, George
Titel	The US and South Korean Pre-K through 6 Teachers' Beliefs about Inclusion Practices in Their Countries: Cross Cultural Perspectives
Quelle	In: Journal of the International Association of Special Education, 15 (2014) 2, S.11-23 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Foreign Countries; Cross Cultural Studies; Identification; Inclusion; Disabilities; Special Education; Asians; North Americans; Elementary School Students; Attitudes toward Disabilities; Teacher Education; Outcomes of Education; Attitude Measures; Teacher Attitudes; Teacher Characteristics; Classroom Techniques; South Korea; United States + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Identifikation; Identifizierung; Inklusion; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Asian; Asiat; Asiatin; Asiaten; Asiate; Lehrerausbildung; Lehrerbildung; Lernleistung; Schulerfolg; Lehrerverhalten; Klassenführung; Korea; Republik; USA
Abstract	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. (As Provided).
Anmerkungen	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: http://iase.coe.nau.edu/index3.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01