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This paper aimed at investigating an elementary school teacher’s experiences as a whole by focusing on the participant’s efforts and inner struggles such as building intimate relationships with intellectually disabled twin brothers and teaching them in an inclusive classroom in order to explore better directions for them. We adopted a qualitative case study to interpret several types of data including photos, self-recalled memos, video clips, interviews were collected between Sep 2014 and Feb 2016. The qualitative data interpretation revealed several major aspects from the participating C teacher’s case. After studying art education in the U.S.A, he came back to an elementary school where he met the twin brothers and had hard times with them. However, even though the school was quite small and located in a rural and agricultural area, he tried to approach twin brothers with an open heart and to build intimate relationships with them; for example, going outside to shop, cleaning out the younger brother’s poo and taking showers together, etc. In his inclusive classroom where the teaching was carried out with the caring from both teacher C and the students, he could not help but let the twins go due to their lack of number understanding and literacy capability. Later he found alternatives with the hope of their changes toward better states; encouraging them to draw things on their own, assigning certain roles to them and going along with them for experiential activities in other places. Overall, teacher C’s case implied that it was very important for us to first build intimate relationships with intellectually disabled children while trying to understand their perspectives as a whole, and help them communicate with the world via art drawings that expressed their inner feelings, states, etc. Also it was noticed that the girl students who used to help the twin brothers by taking the role of ‘peer teacher’ took benefits of improving their marks in an inclusive classroom. At the end, this case study suggested future directions for inclusive classroom teachers to seek several practical ways of taking care of intellectually disabled children from a holistic point of view.

gyosa gyoyuk yeon-gu/gyosa gyo-yug yeon-gu

A Case Exploration of an Elementary School Teacher’s Building Intimate Relationships with Intellectually Disabled Twin Brothers and Caring them via Drawings