통합학급 교사와 특수교사의 장애이해교육 실시 경험

Purpose: The purpose of this study was to explore the experiences of inclusive teachers and special education teachers who conducted disability-awareness education in elementary schools. Method: This study employed a qualitative inquiry using semi-structured interviews with 10 participants including 5 inclusive teachers and 5 special education teachers in elementary schools. Comparative analysis was conducted to analyze the collected data. Internal validity was ensured through the member check. Results: Three main themes were derived as follows: implementation aspects of disability-awareness education; roles and functions of disability-awareness education; uncertainty about the best practices in disability-awareness education. There were 8 sub-themes derived from the three main themes. In addition, accomplishments and barriers in disability-awareness education as well as implementation experiences of teachers were described. Conclusion: This study examined the current status of disability-awareness education through qualitative inquiry based on teachers" experiences and insights. The results redefined the issues of current disability-awareness education by identifying accomplishments and barriers. Additionally, the results indicated the necessity of refined and intensive disability-awareness education that resolve the uncertainty of teachers" awareness about disability. Finally, discussions and implications of the results were provided.