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Audiol > Volume 9(1); 2013 > Article
Audiology 2013;9(1): 1-6.
Published online: June 30, 2013.
doi: http://doi.org/10.21848/audiol.2013.9.1.1
장애유아의 통합교육
남부대학교 유아교육학과
Inclusive Education for Young Children with Disabilities
Kyung Nam Choi
Department of the Early Childhood Education, Nambu University, Gwangju, Korea
Correspondence  Kyung Nam Choi ,Tel: (062) 973-1588, Email: cosmos0383@nambu.ac.kr
Received: May 17, 2013;  Accepted: June 15, 2013.  Published online: June 30, 2013.
Inclusive education is one of the approaches to educating students or children with disabilities and differs from previously held notions of integration and mainstreaming, which tended to be concerned principally with disability and special educational needs. Inclusion has two sub-types: the first is sometimes called regular inclusion or partial inclusion, and the other is full inclusion. To avoid harm to the academic education of young children with disabilities, appropriate services and resources is required, including adequate supports and services for the student, well-designed individualized education programs, professional development for all teachers involved, general and special educators alike and so on. Childhood (from 3 to 5 years) of children with disabilities, including training and all infants grow into a happy and healthy person has the right of children with disabilities and non-disabled infants integrated education as the physical integration to occur naturally aggressive educational integration should be.
Key Words: Young children with disabilities, Inclusive education, Integration, Mainstreaming.
중심단어: 누리과정, 비장애유아, 장애유아, 통합교육
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