The purpose of this study was to find out the practical knowledge of a special education teacher in the process of implementing the group play activities with co-teaching in order to improve sociality of children with developmental disabilities. The action research method was conducted to accomplish the purpose of the study. The participants for this study were a researcher as a main teacher, two co-teachers, three observers who gave advice for activities, and six children. Four sessions were held in a classroom, and data were collected in the process of implementing activities, class observation, consultations, and reflection.
As a result of the qualitative analysis of the collected data, Seven top categories were found. They were ''program goal setting'', ''program environment creation'', ''motivation strategy'', ''teaching strategy'', ''problem behavior managing strategy'', ''peer group and assistants utilization'', and ’program results.’ 14 subcategories and 43 semantic units were also analyzed.
The conclusions drawn from this study are as follows.
First, the program goals should be specific and clear.
Second, a teacher should create a comfortable and spacious classroom environment and ensure sufficient time for activities.
Third, a teacher should focus on the way to increase children’s motivation for their active participation.
Fourth, the use of diverse and appropriate teaching techniques can increase the spontaneity of children.
Fifth, problem behaviors of young children should be managed by a teacher in consultation with their parents.
Sixth, peer modeling and co-teachers’ spoken and physical feedback can provide a security and confidence for children with low participation. They can be very important support resources for group activities.
Finally, the group play activity program can help young children to participate actively in class, increase verbal expressions, and enhance empathy for cheering and comforting peers.