The first book to address integrated education in middle school. A story of how English and special education teachers approached integrated education from different perspectives.

This book is a series that follows “Talking about Special Education Teachers” and “Talking about Inclusive Education for Teachers.”
While the previous two books mainly addressed the reality, cases, and issues surrounding integrated education in elementary schools through the experiences of teachers, "It Worked When I Tried It" is a book that seeks to explore the reality, possibilities, and approaches to integrated education in secondary education.


Unlike elementary schools where one teacher is in charge of one class, starting in middle school, each subject teacher is responsible for the classroom and class.
There are bound to be many classes to attend and many students to form relationships with.
It is an environment where teachers may lack understanding and empathy for students with disabilities (special education students) in the classroom they are teaching.
As a result, many middle and high school teachers struggle with how to build relationships with students with disabilities, involve them in class, and properly build relationships and awareness with other students.
Inclusive education goes beyond simply dealing with students with disabilities; it comprehensively impacts the thoughts, behaviors, attitudes, values, and relationships of all students in the classroom.


The number of classes in domestic middle schools is 50,539 (2021 Education Statistics), and the number of students eligible for special education is 14,465 (2021 Special Education Statistics).
To put it simply, if one out of four classes has a student with special needs and a teacher teaches more than four classes, then almost all teachers are involved in inclusive education.


There was a need to resolve these realistic difficulties in integrated middle school education.
We sought to share thoughts on how to implement integrated education through the different experiences, approaches, and cases of general and special education teachers.


Part 1 explores how integrated education is possible for teachers and students, and how teachers and students grow through integrated education, through the experiences and attempts of an English teacher who teaches an integrated class from a general teacher's perspective.
Part 2 is a special education teacher's approach, sharing the insights and know-how gained from working as a special education teacher for over 10 years and challenging inclusive education beyond special education.


Most teachers treat their students with good intentions.
I stand before the podium hoping that my disciples will grow into better and greater people.
However, there are specific difficulties in integrated education that are encountered in reality.
For such teachers, the experiences and thoughts of these two teachers will provide inspiration and clues for understanding students with special needs and practicing inclusive education.


Although the two teachers' approaches start from different directions, their conclusions are similar.
If teachers change their perspective a little and put in some love, good inclusive education is possible.
It's not easy, but it can be done.

A little bit from a teacher can make a huge difference.

In my experience, good inclusive education isn't easy, but it's not difficult either.
My imagination was sparked as I tried to find ways for all students to participate in a fun way.
A little bit of joyful imagination becomes a great engine that creates a virtuous cycle of new attempts and challenges.

--- p.25

I think it was more difficult because I, as the homeroom teacher, thought I had to manage the integrated class by myself.
But there were people who helped me overcome my shortcomings and immaturity.
Looking back, the biggest helpers in running my integrated classroom were the children in my class.

--- p.36

Usually, it is assumed that students with special education needs will learn in special classes.
I don't even think about trying to learn in an integrated class because I think it would be too difficult.
I think it's fortunate that I can just sit in my seat and not disrupt class.
But if you think about it, isn't it more difficult to just sit there for 45 minutes and do nothing? During class, students work according to the teacher's instructions.
If the teacher doesn't give you what you can do, won't you just have to sit there and do nothing?
--- p.52

A significant number of learners who are slow learners for various reasons are destined to fail in the current average-oriented education system.
Without considering the unique characteristics and learning speed of each individual, they are simply judged by the average, and if they fail to reach the average, they are branded as inferior, so they cannot help but become helpless in the face of repeated failures.
This is why there are countless children who go home after sitting on a chair all day without even opening their textbooks.

--- p.54

An atmosphere that embraces those who are most challenged will also have a positive impact on others who are struggling but have not yet shown it.
Because a fence is meant to keep everyone inside the fence safe.
Isn't this the value and direction of integrated education?
--- p.67

In my experience, half the success is achieved by simply adjusting the difficulty of the assignments and the amount of learning to suit the students' abilities.
Small successes have led me to continue designing classes that acknowledge and reflect the diversity and differences of my students.
It was there that I could feel the ‘reward’ of being a teacher.

--- p.72

As we all know, school is a place where individuals develop their knowledge, character, and social skills, as well as the qualities and attitudes they possess as citizens of a community.
In fact, culture and attitude are learned through various relationships with friends rather than being taught by teachers.

--- p.87

Isolating and excluding is the easiest option, but it should be the last option.
Because teachers' choices have a huge impact on students in general.
If teachers choose the easiest method of separation and exclusion in uncomfortable situations, students will take separation and exclusion for granted and behave accordingly.

--- p.146

Inclusive education is not simply about teaching understanding or knowledge about disabilities, but rather about teaching and learning the qualities and attitudes of a citizen living together in society.

--- p.146

In fact, an integrated environment is an environment where people live and learn together regardless of their disability, appearance, tastes, or origins.

--- p.191

People who lift me up when I'm down, people who give me more energy in my tough daily life, people who lead me to light in the darkness - these are my safe zone.
This kind of safe space is needed for all of us: adults, children, special education teachers, and general education teachers.

--- p.223

If regular teachers who meet regular students all the time put in 10 times more effort in their respective classes, each teacher's 10 will add up to an effect of more than 100.
This is why ‘disability awareness education’ in regular schools must be taught by general teachers, not special education teachers.

--- p.214

These encouragements will accumulate and become the strength to live with self-esteem despite the criticism and hatred you will encounter in the future.
And you will grow into a good adult who can naturally pass on the encouragement you have received to someone else who needs it.

--- p.247

If teachers just lay out the mats properly, the students will take care of the rest.
Isn't this truly integrated education?

--- p.299