The development of inclusive practice under a policy of integration

In 2015, South Korea hosted the World Education Forum as it considered issues of education for all and improving inclusion worldwide. Yet, as is the case in many countries, pupils with special educational needs in South Korea are often included by way of ‘special or additional’ support as ‘compensation’ for disability, raising questions about the extent to which support is a tool for inclusion or a reproduction of exclusion in the classroom. This study examined teachers’ views and practice regarding teaching and support, the actual work of the support assistant, and the extent to which practice reflected the model set by official policy and guidelines. The modified Wider Pedagogical Role (WPR) model (Blatchford, P., A. Russell, and R. Webster. 2012. Reassessing the Impact of Teaching Assistants : How Research Challenges Practice and Policy. London: Routledge.) was used as reference for the data collection and analysis. The development of inclusive practices was also examined relative to the inclusive pedagogical approach developed by Florian and Black-Hawkins ([2011]. “Exploring Inclusive Pedagogy.” British Educational Research Journal 37 (5): 813–828) to determine how the three principles of inclusive pedagogy were enacted in South Korea. Findings demonstrate how practice can comply, stretch or, in some cases, disregard the limits of policy. The study provides practical support for the implementation of the United Nations Sustainable Development Goal 4 which calls for inclusive and equitable quality education and lifelong learning opportunities for all.