Over the past few decades, inclusive education in South Korea has continued to grow both in quantity and quality. The purpose of this article is twofold: (a) to report on the legal basis and the current status of inclusive education in South Korea and (b) to synthesize policy tasks and prominent outcomes related to inclusive education in South Korea. The major findings are as follows. First, according to the 2022 Special Education Annual Report provided by the Ministry of Education, approximately 73% of students eligible for special education received either part-time (56% of students) or full-time (17% of students) inclusive education. Second, it was found that there were significant outcomes in the five elements of support (i.e., human support, social climate support, physical environment support, curriculum support, and financial and operational support), which are quality indicators of inclusive education. Based on these findings, we discuss issues of inclusive education, future directions, and suggestions for the further development of inclusive education in South Korea.

中文翻译：

---

韩国的全纳教育

过去几十年来，韩国的全纳教育无论在数量上还是在质量上都持续增长。本文的目的有两个：(a) 报告韩国全纳教育的法律基础和现状；(b) 综合韩国全纳教育相关的政策任务和突出成果。主要调查结果如下。首先，根据教育部提供的2022年特殊教育年度报告，大约73%符合特殊教育资格的学生接受非全日制（占学生的56%）或全日制（占学生的17%）的全纳教育。其次，发现全纳教育的质量指标——人力支持、社会氛围支持、物质环境支持、课程支持、资金运营支持等五个支持要素取得了显着的成果。基于这些发现，我们讨论了全纳教育的问题、未来的方向以及对韩国全纳教育进一步发展的建议。