The purpose of this study is to explore a perspective of inclusive nursery teachers for challenging behavior of children requiring special education and based on this, to help support for setting desirable and effective educational direction in teaching such behavior under inclusive education setting. For this purpose, in-depth interview among qualitative study methods was performed by targeting 8 teachers who had a past experience of having educated children requiring special education and ordinary children at the same time under inclusive education setting.
As a result of this study, first, most of the teachers participated in this interview had a perspective that in defining a cause of challenging behavior by children requiring special education, it was an outcome of disability based on a prejudice against disability. Second, in a cause and teaching of challenging behavior, recognizing an importance of parental role, they has a perspective that challenging behavior of children requiring special education is due to lack of parental care. In addition, in teaching method also, they had a perspective that consistent support (care) being linked with parents and teachers would be effective. Third, in teaching challenging behavior of children requiring special education, recognizing an importance of peers, they had a perspective that support by peers is an effective teaching method. Fourth, recognizing an importance of teacher''s role, they had a perspective that proper curriculum of the teachers such as individualized education program (IEP) is an effective education method in teaching challenging behavior of children requiring special education and through this proper education, those children could be changed. Fifth, they had a perspective that in teaching challenging behavior of children requiring special education due to lack of cognitive ability, nonverbal support is also an effective education method.
This study implies teachers of inclusive nursery require a perspective of observing challenging behavior of children requiring special education by abandoning a preconceived notion for disability and they are also required to exert their effort to teach those children by composing appropriate human, physical environment under their belief that children requiring special education could be changed.