Since the Enforcement Rules of the Act on Special Education for Disabled Person, Etc enacted in 2007, special education services has been available for young children age of 5 to 3 by 2012 as free public compulsory education. As a result, the number young children with special needs in the service system grows and the quality of the early childhood special eduction has been improved much since then.
Justification and importance of inclusive education is being emphasized in the research and the practice, the positive perception of the teachers toward the inclusive education was reported in preceding research studies(Kim Da-ae, 2012). However, there are still more to improve in early childhood special education. According to studies, there are barriers to overcome for successful inclusion, which include a lack of teachers' competence of special education. excessive work loads, and paperwork(Choi Han-OK, 2008). In addition, there is a lot of research about the overall comprehensive integrated educational progress, but each Individual granular research is still lacking.
Therefore, in this study, teachers in charge of class integration of recognized degree and for modifying the expected effects and modify the elements important recognition degree scene, curriculum run by recognizing the degree to which teachers are aware of the degree of difference between darkness and interested in learning. In addition, the integration of the education of teachers in the field, for the execution of the exploration of the integration of the needs of the curriculum supported improvements carried out to provide an effective basis for the purpose of the material.
To achieve the purpose of this study, Gangwon-do in public kindergarten with special education were targeted. The participants were the teachers who have experience with curriculum modification for children with special needs. Based on the surveys from preceding research, a new survey was developed and disseminated for this study. SPSS program was used for data analysis. Descriptive statistics and t-test was used to analyze the data. Importance-performance analysis (IPA) was used for data analysis, as it is useful to It also recognized the importance of those elements modify the curriculum level,
The findings of this study indicated a majority of teachers reported that curriculum modifications was important and they were doing a good job with it. However, the participants also reported that modifying the curriculum was difficult due to lack of expertise. They mentioned that applying modified curriculum, and curriculum was somewhat difficult. They reported that they need much administrative support, manpower or the reduction of the number of classes, and so on.
Based on the current analysis, the limitations of the present study and directions for future research are suggested. Implications for curriculum modification practice, teacher preparation programs, and practitioners also are discussed.