ABSTRACT

The purpose of this study is to understand the experiences and the types of special education teachers who teach students in resource rooms. The study participants included 20 special education teachers who teach students in resource rooms. The data was collected using multiple methods. Specifically, the researcher transcribed each interview, observed participants, and wrote observation journals, as well as collected copies of relevant documents. The interviews were the primary sources of data to be analyzed, while the observation journals and collected copies of documents were used to verify the interview data. Applying the analysis method suggested by Strauss and Corbin (1998; 2015), the following results were obtained. First, as a result of the experience of teaching, a narrative for 'living as special education teachers' was derived. Second, special education teachers were categorized into the following four types: (a) teachers who actively deal with situations or problems, (b) teachers who realistically deal with situations or problems, (c) teachers who have complacent attitudes on dealing with problems, and (d) teachers who are slow in dealing with problems.

KEYWORD

special education teachers, integration, experience of teaching, types of special education teachers in adapting their roles

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