Expansion to 20 Research and Focus Schools
Operation of Cooperative Model Between Special and General Education Teachers
The Ulsan Metropolitan Office of Education (Superintendent Cheon Chang-su) will expand the operation of the ‘Jeongdawon School,’ which focuses on inclusive education, from 13 schools last year to 20 schools this year.
Ulsan Office of Education Strengthens Inclusive Education by Expanding 'Jeongdawon School'. Photo by Ulsan Office of Education
Ulsan Office of Education operates the ‘Jeongdawon School’ model, a cooperative model between special education teachers and general education teachers, to create a culture of inclusive education where everyone is respected.
‘Jeongdawon School’ aims to establish a stable inclusive education environment in general schools and guarantee the learning rights of students with special educational needs by developing and operating inclusive education cooperation models, activating cooperative teaching training, and running inclusive education programs.
This year, Myeongjeong Elementary School has been designated as an inclusive education research school, and four kindergartens, eleven elementary schools, three middle schools, and one high school have been designated as inclusive education focus schools with operational budgets supported.
Myeongjeong Elementary School will operate as a research school for two years under the theme of ‘Improving Meaningful Participation in Inclusive Education Classes for All Students.’ The focus schools will also practice inclusive education under various themes such as ‘Realizing Inclusive Education for All, a School with Empathy and Harmony.’
To strengthen the substance of Jeongdawon School’s operation, the Ulsan Office of Education recently conducted a capacity-building training session for operating teachers at the Education Office’s Jiphyeon Room under the theme ‘Cooperative Teaching and the Reality of Jeongdawon School Operation.’
During the training, they invited Kim Myung-hee, a teacher at Seoul Myogok Elementary School and author of ‘Neurodiverse Classroom,’ to discuss ways to operate inclusive education that respects differences and fosters mutual empathy.
An official from the Ulsan Office of Education said, “One of the most important competencies in future society is the attitude of respecting differences and empathy,” adding, “We will further expand support to realize the value of inclusive education that respects diversity between students with and without disabilities.”
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