Abstract
Problems in the practice of inclusion is a historically complicated issue. Each country has encountered its own issues in relation to the practice of inclusion, because it has its own problems in particular situations and contexts. From an international comparison study, Mazurek and Winzer (1994) ranked countries as being in various developmental phases of special education, according to the degree of inclusion. I question whether inclusion is indeed an ultimate purpose of the developmental phases of special education and whether it is reasonable to rank countries according to the degree and level of inclusion. In Korea, inclusive education is a central issue of educational policy at national level. We have a legal basis to support the policy, regulated by the Korean Special Education Law (1994), and Elementary and Secondary School Education Law (2004). Currently there is a big gap between reality and pursuit in inclusive education in Korea. However, I expect a dynamic empowerment in the actual process of inclusion, as much as in political and economic development in Korea.
