| This study was designed to understand how high school educators perceive and implement inclusive education in the Republic of Korea. Specifically, the study included the educators' points of view on inclusive education and how these differed according to educators' roles (i.e., as general education teacher, special education teacher or school principal). Additionally, the study examined how the educators' perceptions impacted the way they practice inclusion in the classroom. Qualitative case study methodology, using multiple data sources such as in-depth interview, classroom observations, and document reviews, was used to answer the research questions. The study findings suggest that the educators working at the same high school, and working with the same students with disabilities, have different ideas about inclusive education. In addition, study findings show that each teacher implements educational services differently, based on his or her understanding of inclusive education. The teachers' personal frustrations about the conflict between their educational beliefs and their responsibilities for preparing students for the college entrance exams, a very strong cultural factor influencing high school inclusion in the Republic of Korea, were evident. Despite international and country specific discussions about inclusion practices for students with disabilities, this study's findings suggest that teachers at the local level do not agree on the basic concepts of inclusive education. Implications for practice and future research are addressed. |
