Version 1
: Received: 27 June 2023 / Approved: 29 June 2023 / Online: 29 June 2023 (09:42:43 CEST)
How to cite:
Kim, K. A Study on the Experiences of Teachers in Inclusive Education, Educating Children With Disabilities From Multicultural Families in Korea. Preprints2023, 2023062077. https://doi.org/10.20944/preprints202306.2077.v1
Kim, K. A Study on the Experiences of Teachers in Inclusive Education, Educating Children With Disabilities From Multicultural Families in Korea. Preprints 2023, 2023062077. https://doi.org/10.20944/preprints202306.2077.v1
Kim, K. A Study on the Experiences of Teachers in Inclusive Education, Educating Children With Disabilities From Multicultural Families in Korea. Preprints2023, 2023062077. https://doi.org/10.20944/preprints202306.2077.v1
APA Style
Kim, K. (2023). A Study on the Experiences of Teachers in Inclusive Education, Educating Children With Disabilities From Multicultural Families in Korea. Preprints. https://doi.org/10.20944/preprints202306.2077.v1
Chicago/Turabian Style
Kim, K. 2023 "A Study on the Experiences of Teachers in Inclusive Education, Educating Children With Disabilities From Multicultural Families in Korea" Preprints. https://doi.org/10.20944/preprints202306.2077.v1
Abstract
This paper uses a qualitative case study to investigate the experiences of Korean special education teachers who instruct children with disabilities from multicultural families. Through a purposive sampling method, study participants were chosen from a pool of individuals that the Korean multicultural support center recommended. These individuals are special teachers who are currently teaching children with disabilities from multicultural families. The qualitative case study approach used in this study seeks to elicit the participants’ experiences of teaching their students with special needs. The teachers’ experiences were analyzed and categorized into two main categories: 1) a mother's lack of Korean linguistic ability and 2) governmental and societal support for multicultural special education. Additionally, results also produced four sub-categories and seventeen minor categories. Such analyses lead to a greater understanding of the intricacies of educating children with special needs. Lastly, the implications of this study provide direction for future policy--including social welfare and educational support—that will meet the needs of multicultural families raising children with disabilities.
Keywords
multicultural families; social welfare; special education teachers and instructors; social welfare for multicultural individuals; children with disabilities
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
