Abstract
In Korea "Inclusion" is the hot issue in special education whether it can give a positive effect on the handicapped children or not. Since 1994, the year of the publication of the national law for the special education, the number of the handicapped children placed in the mainstreamed educational environment has been increasing year by year. However, compared to the quantitative extension of the mainstreamed children, the quality of the educational service for them is very low. Recently the Minister of Education tries to allot the time and money to develop, field-test, and distribute instruments and strategies for the successful inclusive educational practice. This paper suggests that the consulting teacher model can be a good alternative and possibilities for improving educational service for the handicapped children in the mainstream. Especially, How the benefit of this model, such as reducing stigma and mis-labelling, providing more handicapped children with more appropriate educational service, improving cooperative relationship between regular and special education, does fit into the Korean situation is described.
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