The purpose of the study was to analyze South Korean college students with disabilities’ recollections about their experiences in segregated (self-contained) special education classes and integrated physical education classes during elementary, middle, and/or high school in South Korea. The research design was retrospective multiple-case study. The participants were five South Korean college students matriculating at a university in South Korea. The primary data sources were semistructured interviews and researcher’s journal entries. The data were analyzed using thematic analysis and exposed four interrelated themes, which were (a) isolated, (b) felt not supported, (c) segregated from peers, and (d) felt relieved and safe. Overall, the findings exposed challenges the participants all had experienced in integrated physical education classes, including feeling isolated and excluded from meaningful participation in class activities. In contrast, they reflected on their experiences in the segregated (self-contained) special education classes with a sense of belonging and acceptance.

该研究的目的是分析韩国残疾大学生对韩国小学、初中和/或高中期间隔离（独立）特殊教育课程和综合体育课程经历的回忆。研究设计为回顾性多案例研究。参与者是在韩国一所大学就读的五名韩国大学生。主要数据来源是半结构化访谈和研究人员的日记条目。使用主题分析对数据进行分析，并揭示了四个相互关联的主题，这些主题是（a）孤立的，（b）感觉不受支持，（c）与同龄人隔离，以及（d）感到放心和安全。总体而言，研究结果揭示了所有参与者在综合体育课中都经历过的挑战，包括感到孤立和被排除在课堂活动的有意义的参与之外。相比之下，他们以归属感和接受感反思自己在隔离（独立）特殊教育班级中的经历。