The purpose of this study was to examine the overall state of instructional adaptation in inclusive classes for disabled preschoolers, the individual state of it in each domain and the awareness of teachers about instructional adaptation in an effort to help boost the quality and efficiency of inclu...
The purpose of this study was to examine the overall state of instructional adaptation in inclusive classes for disabled preschoolers, the individual state of it in each domain and the awareness of teachers about instructional adaptation in an effort to help boost the quality and efficiency of inclusive education for disabled preschoolers. The following research questions were posed: 1. What is the state of instructional adaptation in inclusive classes for disabled preschoolers? 1-1. What is the overall state of instructional adaptation in inclusive classes for disabled preschoolers? 1-2. What is the state of instructional adaptation in each domain in inclusive classes for disabled preschoolers? 2. What is the awareness of teachers on instructional adaptation in inclusive classes for disabled preschoolers? The subjects in this study were 261 teachers who were in charge of inclusive classes at kindergartens and daycare centers in Busan and South Gyeongsang Province. The instrument used in this study was a questionnaire that was prepared by reviewing relevant literature and earlier studies and by conducting a pilot survey to find out the state of instructional adaptation in inclusive classes for disabled preschoolers and the awareness of teachers. That consisted of three categories and 45 items. As for data analysis, statistical data on frequency and percentage were obtained to grasp the state of instructional adaptation and the awareness of the teachers, and x2-test was carried out to look for any possible gaps according to their background variables. The findings of the study were as follows: First, regarding the overall state of instructional adaptation, they didn't map out systematic plans on instructional adaptation, and they didn't perform it in a systematic manner, either. The teachers in charge of inclusive classes mostly run the classes just by roughly figuring out the developmental level of disabled preschoolers whom they were in charge of. They didn't take time to plan on instructional adaptation nor to make lesson plans. Instead, they merely responded to the given situations immediately without any prior planning in consideration of the abilities of the disabled preschoolers. As not many of them worked with special education teachers together, they mainly discussed with general education teachers when they planned on instructional adaptation, and the domain of instructional adaptation that they used most frequently was modification of teaching methods. Second, as to the state of instructional adaptation in each domain, a change of social environments was the most widely used strategy to modify teaching environments. Many of the teachers had disabled preschoolers take a seat near to them. Preschoolers with whom the disabled preschoolers shared the same desk were selected mostly by the teachers from among their peers who could let them feel stable, and the most common way to offer group teaching was by utilizing these nondisabled peers as helpers. The teachers mainly spent 10 to less than 20 minutes offering individual guidance for the disabled preschoolers, and visual materials were often used for the purpose of modification of teaching materials. And the kind of strategy that was to explain the given task once again or give an additional explanation about that was put to use a lot. What to teach was most widely modified by using the same activities, by setting different educational objectives or by using the same teaching materials, and they took the most considerations on the degree of difficulty of learning activities when they modified what to teach. Third, concerning awareness of instructional adaptation, the majority of the teachers in charge of inclusive classes weren't satisfied with their own planning and performance of it, and they called for a wide variety of administrative and financial assistance. Specifically, they considered it most necessary for inclusive early childhood education institutions to be equipped with special education teachers who could help them in a direct way. And they thought that it would be important for teachers in charge of inclusive classes to plan and perform instructional adaptation in an efficient way in collaboration with special education teachers.
The purpose of this study was to examine the overall state of instructional adaptation in inclusive classes for disabled preschoolers, the individual state of it in each domain and the awareness of teachers about instructional adaptation in an effort to help boost the quality and efficiency of inclusive education for disabled preschoolers. The following research questions were posed: 1. What is the state of instructional adaptation in inclusive classes for disabled preschoolers? 1-1. What is the overall state of instructional adaptation in inclusive classes for disabled preschoolers? 1-2. What is the state of instructional adaptation in each domain in inclusive classes for disabled preschoolers? 2. What is the awareness of teachers on instructional adaptation in inclusive classes for disabled preschoolers? The subjects in this study were 261 teachers who were in charge of inclusive classes at kindergartens and daycare centers in Busan and South Gyeongsang Province. The instrument used in this study was a questionnaire that was prepared by reviewing relevant literature and earlier studies and by conducting a pilot survey to find out the state of instructional adaptation in inclusive classes for disabled preschoolers and the awareness of teachers. That consisted of three categories and 45 items. As for data analysis, statistical data on frequency and percentage were obtained to grasp the state of instructional adaptation and the awareness of the teachers, and x2-test was carried out to look for any possible gaps according to their background variables. The findings of the study were as follows: First, regarding the overall state of instructional adaptation, they didn't map out systematic plans on instructional adaptation, and they didn't perform it in a systematic manner, either. The teachers in charge of inclusive classes mostly run the classes just by roughly figuring out the developmental level of disabled preschoolers whom they were in charge of. They didn't take time to plan on instructional adaptation nor to make lesson plans. Instead, they merely responded to the given situations immediately without any prior planning in consideration of the abilities of the disabled preschoolers. As not many of them worked with special education teachers together, they mainly discussed with general education teachers when they planned on instructional adaptation, and the domain of instructional adaptation that they used most frequently was modification of teaching methods. Second, as to the state of instructional adaptation in each domain, a change of social environments was the most widely used strategy to modify teaching environments. Many of the teachers had disabled preschoolers take a seat near to them. Preschoolers with whom the disabled preschoolers shared the same desk were selected mostly by the teachers from among their peers who could let them feel stable, and the most common way to offer group teaching was by utilizing these nondisabled peers as helpers. The teachers mainly spent 10 to less than 20 minutes offering individual guidance for the disabled preschoolers, and visual materials were often used for the purpose of modification of teaching materials. And the kind of strategy that was to explain the given task once again or give an additional explanation about that was put to use a lot. What to teach was most widely modified by using the same activities, by setting different educational objectives or by using the same teaching materials, and they took the most considerations on the degree of difficulty of learning activities when they modified what to teach. Third, concerning awareness of instructional adaptation, the majority of the teachers in charge of inclusive classes weren't satisfied with their own planning and performance of it, and they called for a wide variety of administrative and financial assistance. Specifically, they considered it most necessary for inclusive early childhood education institutions to be equipped with special education teachers who could help them in a direct way. And they thought that it would be important for teachers in charge of inclusive classes to plan and perform instructional adaptation in an efficient way in collaboration with special education teachers.
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