ABSTRACT

More than 70% of students with disabilities are enrolled either in regular or special classrooms in Korea. Therefore, even though the practices of inclusive education in reality are just partial inclusion, it can be said that we must make efforts to find ways for high-quality instructional inclusion. For this purpose, we have to build up ‘Education or Curriculum for All Students', a kind of program or process for preparing all students for their future lives, at the beginning stage beyond just instructional adaptation, special education curriculum, or modification of regular education curriculum. In conclusion, the access order so far to academics for students with disabilities(special education curriculum→instructional modification or adaptation)should be changed to the following order: Curriculum development for all by ‘Universal Design'→instructional adaptation for students with disabilities→differential instruction.

KEYWORD

differential instruction, universally designed curriculum, multiple means of representation, multiple means of expression, multiple means of engagement

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