Special Education Teachers’ Perceptions of the Legal Definition of Severe and Multiple Disabilities, and Their Inclusive Education Experiences and Support Needs

Purpose: The purpose of this study was to investigate the perception of the legal definition of severe and multiple disabilities and the experience of implementing inclusive education and the support needs of students with severe and multiple disabilities among special education teachers who have experience in inclusive education for students with severe and multiple disabilities. Method: An online survey was conducted with a total of 125 special education teachers. The survey data were analyzed using Shapiro-Wilk test, independent t-test, Mann-Whitney U test, one-way ANOVA, and multiple response analysis through the SPSS statistical analysis program. Results: The appropriateness of the legal definition of severe and multiple disabilities was perceived to be problematic. One of the issues identified was that the narrow scope of severe and multiple disabilities led to reduced support. Conclusion: Based on the results of this study, suggestions for improvement and further research on the legal definition of severe and multiple disabilities and inclusive education were discussed.