Open AccessInitial Teacher Education for Inclusion: A Literature Review of Special Educational Needs and Disabilities in the United Kingdom and in South Korea
Author(s) -
Jiah Seo
Publication year - 2021
Publication title -
international journal of special education
Language(s) - English
Resource type - Journals
eISSN - 1917-7844
pISSN - 0827-3383
DOI - 10.52291/ijse.2020.35.16
Subject(s) - inclusion (mineral) , context (archaeology) , relocation , special education , special educational needs , pedagogy , mainstreaming , psychology , political science , sociology , social psychology , geography , archaeology , computer science , programming language
The purpose of this article is to examine the Initial Teacher Education (ITE) in relation to Special Educational Needs and Disabilities (SEND) in South Korea and in the UK in order to suggest relocation of ITE of Korean inclusive education. Research has identified effective ITE as a significant contributor to the inclusive education context of both countries. This article examines current conceptualizations and trends in ITE related to SEND. Specifically, this study conducts a review of the literature that discusses Special Educational Needs and Disabilities (SEND) in South Korea and in the UK by presenting the reasons why people have negative attitudes towards people with disabilities and to consider expanding the effective ITE, and more directly, its impact on Korean inclusive education. This article concludes with implications for the Korean ITE.