Qualitative Meta-Analysis on the Integrated Education for Disabled Students Practice⋅Perception⋅Needs of Support Type

Objectives The purpose of this study is findings implications for the development of integrated education for disabled students. To this end, the type of practice⋅perception⋅support type of integrated education for disabled students were analyzed. Methods Qualitative meta-analysis was selected as the research method. The analysis data are nine qualitative papers of domestic academic journals related to the integrated education for disabled students experience of elementary school teachers. Excel used as a this research tool. Results First, elementary school teachers are interested in securing emotional consensus among disabled students and enhancing the relationship between disabled and general students. In addition, it secured expertise in integrated education for disabled students and established cooperative relationships between teachers. Second, elementary school teachers positively evaluate integrated education for general students, disabled students, and disabled students that induce teacher growth. However, the integrated education for disabled students is negatively evaluated due to the recognition of disabled students, the school environment, and the lack of support system. Third, elementary school teachers required integrated education for disabled students training program. Conclusions It is necessary to establish a high level of cooperative relationship for the development of integrated education for students with disabilities. Communication between the subjects of human rights education for disabled students and integrated education for disabled students should also be improved. It is also necessary to support teacher training and provide expanded integrated education for disabled students manuals.