The purpose of this study was to investigate the experiences of inclusive education teachers, special education teachers, and special education assistants in the field of inclusive education in kindergartens, the ways they formed relations with one another, and the structures of their relationships. Trying to answer those questions, the investigator employed the phenomenological methodologies of such phenomenologists as Husserl, Heidegger, and Merleau-Ponty.
The experiences of inclusive education practitioners mentioned in the first question were found in the novel format-based "stories of inclusive kindergartens" and in the monologue format-based "stories of inclusive education teachers, special education teachers, and special education assistants." Readers will be able to have second-hand experiences of common daily routines at inclusive kindergartens by reading the "stories of inclusive kindergartens" and understanding the respective experiences of three groups of practitioners in inclusive education. The answer to the second question lies in forming relations among the three groups, a phenomenon that was easily revealed through their experiences. Related to their forming of relations were "interactions between inclusive education practitioners and parents with disabled children," "interactions among the practitioners of inclusive education," and "role conflicts among the practitioners of inclusive education." Those phenomena show how the inclusive education teachers, special education teachers, and special education assistants formed relations with one another. The answer to the last question was obtained by analyzing and interpreting the experiences of inclusive education practitioners, relations among the practitioners of inclusive education, and previous studies on relations and thus shedding light on the structures of their relations.
The relation structures of inclusive education practitioners at inclusive kindergartens were as follows: first, special education teachers were at the center of human relations in the world of inclusive kindergartens; second, the power granted to the practitioners of inclusive education is already set structurally in the world of inclusive kindergartens, and the practitioners of inclusive education lead a life in their respective ways according to their power; third, the practitioners of inclusive education were present in the field, being immersed in their respective moods to represent them. The inclusive education teachers, special education teachers, and special education assistants were caught in the emotions of anger, depression, and fear, respectively, as they led a life at inclusive kindergartens; and finally, there was a universal flow of forming relations among the practitioners of inclusive education. They were placed in a certain time and space and met one another regardless of their own will, bringing in their respective views of education, approaches to forming relations, and amount of power. They then had interactions and conflicts with one another, demonstrated their existence through their moods, and were present in the field by forming relations with others.