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KMID : 1159120170240020279
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Korean Journal of Rehabilitation Psychology
2017 Volume.24 No. 2 p.279 ~ p.296
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Pre-service Teachers’ Perception of Inclusion Based on Their Personal Experiences of Inclusion as Students
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Lee Mi-Sook
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Abstract
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This study investigated how pre-service teachers perceive the inclusive-education based on personal inclusive-education experience during their kindergarten, elementary, middle, and high school period. With 24 volunteer college students in the Department of Education at K University, the study conducted focus group interviews dividing the participants into 3 subgroups. Participants discussed their experiences regarding the inclusion and expressed their perspectives. Results revealed a correlation between positive, inclusive experiences during their school years and positive perception regarding the inclusive-education as future educators. As well, participants with negative inclusion experiences during their school years revealed negative perceptions regarding the full inclusion. Some participants supported the full inclusion, while some preferred segregated education.
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KEYWORD
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Pre-service teachers, School years, Inclusion, Full inclusion, Experience
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