ScholarWorks@숙명여자대학교

초록

This study examined differences in perceptions of inclusive classroom management between general and special education teachers according to their co-teaching experience. A survey was administered to 1,006 elementary, middle, and high school teachers (395 general education teachers and 611 special education teachers), and group differences were analyzed using cross-tabulation (χ²). The major findings are as follows. First, regardless of co-teaching experience, teachers commonly identified “the burden of classroom management” and “lack of instructional expertise” as major challenges in inclusive classrooms. Second, the most critical factor for successful inclusion was “the perception and attitude of general students,” and teachers without co-teaching experience perceived peer acceptance and interaction quality as more decisive for inclusive success. Third, collaboration between teachers primarily occurred in the areas of “behavioral guidance” and “student management,” whereas instructional collaboration was relatively low, although it was more consistently observed among elementary teachers. Fourth, instructional adaptation were implemented only in limited subjects or activities, with secondary general teachers showing a higher rate of “non-implementation” due to lack of time. Regarding adaptation types, elementary general teachers most frequently applied “content adaptation,” whereas both elementary and secondary special education teachers and secondary general teachers mainly applied “environmental adaptation.” Although instructional adaptation was perceived to be led by special education teachers, teachers with co-teaching experience emphasized collaborative implementation. Based on these findings, the study highlights the need to expand co-teaching practice, strengthen teachers’ instructional expertise, and establish school-level collaborative systems to enhance the quality of inclusive education.

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