초록/요약

Objectives The aims of this study were threefold: First, to provide the concept of flipped learning along with the characteristics of flipped classroom strategies to special education teachers. Second, to suggest methods for adapting flipped learning in special and separate classes for students with developmental disabilities (DD) and third, to provide support methods for students with DD participating in flipped learning in inclusive classrooms. Methods A total of 46 articles regarding flipped learning were analyzed and the consultation from five education experts in the field were sought. The application procedures and examplary lesson plans of flipped learning for students with DD was completed through a review process by two special education experts. Results First, the concept of flipped class for students with DD in comparison with general class was identified. Furthermore, distinct features of flipped learning for both those students with and without DD were presented. Second, a plan where a special education teacher applied flipped learning directly in a separate class designed to teach functional skills to students with DD, was introduced. Third, for students with DD participating in inclusive flipped classroom, the role inventory of general and special education teachers, paraprofessionals, and parents was identified and confirmed to enhance the participation of students with DD in inclusive classes where flipped learning was applied. Conclusions This preliminary study suggests the possibility and strategies for adopting flipped learning for students with DD to advance the quality of teaching practices in separate and inclusive classes. It presents a forum for discussion on further topics related to applying flipped learning to teaching practices for students with DD.