The purpose of this study was to implement continuous education for understanding disabilities with utilizing Korean language classes which are not one-shot. The participants were the 36 students who were in the 3rd grade at a women''s middle school. For this study, the contents of disabilities, people with disabilities, and improving the awareness of disabilities were selected in each learning object and learning activity in 5 chapters of Korean language textbook in the 3rd grade. After implementing classes, the results were derived with collecting materials through students'' reviews, interviews with students, teacher''s self-reflection diary and pieces of advice from teachers.
Total 5 classes were carried out throughout the research. The theme of the 1st class was ''understanding utilizing media of people with disabilities'' in the chapter ''1. Media and advertisement''. In this class, the teacher provided workbook regarding ''finding media for people with disabilities'' for home-based learning. Also, to watch a video clip about the experimental camera of the deaf was included, and then the activities of guessing words only from the shape of the mouth and learning sign language were implemented. The 2nd class''s theme ''drawing satirical cartoons in regards to disability'' in the chapter ''2. The attitude of the author'' was practiced. In this class, the students watched the news about the protest concerning the establishment of a special school, followed by knowing the meaning of satirical cartoon and drawing satirical cartoons directly per group. In the chapter ''3. The world in speeches'', the 3rd class ''correcting expressions demeaning people with disabilities'' was implemented. The students watched video clips about demeaning people with disabilities, then corrected wrong expressions. As a home-based learning, they did the worksheet about the class at home. The 4th class was ''negotiating the establishment of special school'' in the chapter ''4. Assertion and negotiation''. In the class, the students watched the news about the protest for disapproval of the establishment of a special school and the representative speeches of a student with an disability in S university. After the activities, they negotiated as the pros and cons about the theme per group. ''Goldenbell game on reading disability-related book'' of the chapter ''5. Happy reading books'' was the 5th class. The teacher selected ''No One''s Perfect(by Oto Dake) as the book of Goldenbell game.
Before the beginning of the classes, the students considered people with disabilities to be different, scared and incapable who need helps because of the inconvenience of their bodies. However, at the end the classes they regretted their experiences of discriminating people with disabilities. Moreover, the education for understanding disabilities was fostered with the hopes of students for the society to live together with people with disabilities from the improvement of respecting the rights of people with disabilities.
The discussions were as followings, based on the results of this research. First of all, the education for understanding disabilities should be carried out variously in many subjects curriculum entirely such as all aspects of ''speaking, listening, reading, writing, literature, grammar'' in Korean language curriculum in this research. Second, several programs and activities were able to promote the degree of class participation of the students. Widening the opportunities on participations of students might be able to affect improving the awareness of disability. Third, diverse types of disabilities should be addressed in the education for understanding disabilities. Fourth, all teachers need to be aware the necessity of the education of understanding disabilities. Therefore, teacher trainings on the theme are needed to be strengthened and the programs and workbooks regarding the education for understanding disabilities in different subjects should be developed.