• 교육녹색환경연구
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• 제17권3호
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• pp.17-25
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• 2018

본 연구는 특수교육대상자 학부모가 자녀의 특수교육기관 선택 시 고려하고 있는 요인 등을 분석하여 특수교육대상자 배치계획에 대한 개선방안을 제시하는 것이며 연구결과는 다음과 같다. 첫째, 특수교육대상자는 유치원 과정이 의무교육임에도 상당수가 초등학교 입학 시 특수교육대상자로 선정되고 있다. 둘째, 특수교육대상자 학부모의 특수교육기관 선택 요인은 교사의 전문성과 교육과정 운영, 자녀의 장애 유형 및 정도, 통학거리 및 통학방법, 교육시설(특별활동실, 치료실 등)로 나타났다. 셋째, 특수교육대상자의 특수교육기관 배치 방식은 통학권내 학교 중 학부모 선택이 가장 많은 것으로 나타났다. 적정한 배치계획 수립을 위해서는 특수교육대상자 수가 정확히 파악되어야 하므로 특수교육대상자 선정 시기는 늦어도 유치원 과정으로 하고, 특수교육기관의 불균형 및 교육시설의 격차를 해소하기 위하여 통학권도 설정해야 할 것이다.

• 교육시설 논문지
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• 제28권5호
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• pp.3-8
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• 2021

The purpose of this study was exploring perceptions of people in community towards community use and multiple-use of special school facilities and providing implications for connecting school to the communities. Survey was conducted to special education teachers, parents of children receiving special education, and local residents. Total 5,702 people participated in this study and general finds were as following: (1) All 3 groups of study participants reported that there was a generally positive perception of special schools within the community, however, at the same time, almost quarter of parents having children with disabilities reported negative perceptions of special schools in the community; (2) among the special school facilities, sports facilities appeared to be the most open to the community and difficulties related to the community-open of school facilities included facility management and safety issues, and inteference with students' school activities; (3) facilities suitable for the multi-use of special schools facilities included sports facilities, cultural and creative spaces, and commercial areas, and those facilities could be open to community during non-class hours such as after-school, weekends, and vacations. Based on the results from survey, implications for planning, designing, and implementing multi-use facilities of special schools were provided.

• 특수아동교육연구
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• 제21권4호
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• pp.23-42
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• 2019

연구목적: 본 연구는 특수교육에서 혁신학교 운영에 관한 실천적 모습을 살펴보고 배움과 실천의 공동체 교육을 위한 실천사항을 제안하고자 한다. 연구방법: 이를 위하여 혁신학교를 운영 중인 B지역의 A특수학교 교사 8명을 심층면담하고, 관련 자료를 수집하여 살펴보았다. 연구결과: A특 수학교는 혁신학교의 주요 사업으로 (1) 민주적 학교 운영 체제를 구축, (2) 윤리적 생활공동체 구 축, (3) 전문적 학습 공동체 형성, (4) 창의적 교육과정 편성 및 운영교육을 실천하고 있었다. 결 론: 혁신학교에 참여하는 특수교사들이 1년에 교육의 주요 과제를 다 바꿀 수 없으며, 함께 이러 한 과제를 천천히 꾸준히 실천해야 하는 일이 중요함을 알아야 할 것이다. 오랜 시간 학교 구성원 과의 노력과 교육청의 지원이 지속적으로 동반되어야 혁신학교의 효과는 나타날 것이며, 특수교 육에서는 더욱 그러할 것이다.

• 의료ㆍ복지 건축 : 한국의료복지건축학회 논문집
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• 제15권2호
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• pp.51-58
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• 2009

These days the trend of special education is changing from special school-based education to special class room based education, and from separated education to integrated education. In accordance with this change, special classes should be planned for multi purposes so that the class room can be used for the place of teaching and learning, guidance, job education. This research surveyed the special teachers working for 937 schools which have special classes(elementary 631, middle 217 high school 89). The result of this survey shows the different responses according to the level of the schools. For education activities, elementary and middle schools put emphasis on curriculum rather than guidance. High education, elementary school should have the places for teaching and learning, student management, play ground. Middle schools give priority to the places for individual learning, computer and practical training. High schools value the places for job education and practical training above for learning.

• 교육시설 논문지
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• 제21권2호
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• pp.3-12
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• 2014

Elementary School is a special facility where sense of place plays critical role for the development of children. Children in special education call for special attention as they hold inferior status compared to the children in regular class especially under the inclusive education policy. Eight cases of special education class area are analyzed in terms of social space, personal space and favorite place which is known to be basic factor for the development. As a result outdoor space found to be designed inappropriate even when designed accessible to the special education class as it could not meet the developmental needs of children in special education. Special education class area inside the building is also found to be too exclusive to allow social mix with children in regular class disregarding the intention of inclusive education. Location of these class should be strategic as it is critical to be linked with regular classroom efficiently still allowing psychological buffer as the children in special education tend to form restorative space inside the special education classroom showing the possibility of creating sense of place there.

• International Journal of Computer Science & Network Security
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• 제22권2호
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• pp.304-310
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• 2022

This research examines the views of teachers and parents of special schools in Saudi Arabia, exploring the schools' strengths and disadvantages, as well as their impact on teachers, parents, and students with disabilities. The respondents' key views of the schools are identified, including the areas of consensus and conflict, and recommendations are made for the future, based on the findings. This research concerns a specific special education school in Saudi Arabia, and focuses on the understanding of special education in the country. The approach to the study is targeted and qualitative, with the six participants, three teachers and three parents, intentionally selected. The data collection is conducted via semi-structured interviews that explore the participants' views of special education in Saudi Arabia. A number of issues emerge from the results, and one raised by all three teachers is the need to improve school facilities. Although all three parents report that their children clearly benefited from attending a special school, two felt that the offering was insufficient, in terms of the teaching methods, and of supporting cognitive skills.

• 특수아동교육연구
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• 제21권3호
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• pp.241-271
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• 2019

연구목적: 본 연구는 2015 특수교육 기본 교육과정에 대한 특수학교 교사의 배경 변인에 따른 관심도와 실행수준, 관심도에 따른 실행수준을 분석함으로써 향후 기본 교육과정의 창의적인 실행을 위한 현장 지원 방안을 모색하는 데 필요한 기초 자료를 제공하고자 수행되었다. 연구방법: 현재 2015 기본 교육과정을 적용하고 있는 9개 특수학교 141명의 특수교사를 대상으로 CBAM의 관심도(SoC)와 실행수준(LoU) 질문지로 설문조사를 실시하였다. 수집된 자료는 연구문제에 따라 백분위점수(%lie), 최고점 분석, 관심도 프로파일, 기술통계(M, SD), t-test, one-way ANOVA, Scheffé 사후검증으로 분석하였다. 연구결과: 첫째, 2015 특수교육 기본 교육과정에 대한 특수학교 교사의 관심도는 비실행자 유형과 유사하게 나타났고, 학교급, 2015 개정 특수교육 교육과정 연수경험, 교육과정 업무경험, 교육경력, 연령에 따라 관심도에 유의미한 차이를 보였다. 둘째, 2015 특수교육 기본 교육과정의 실행수준은 3단계인 기계적 실행수준으로 나타났고 교육내용 영역을 우선적으로 실행하고 있는 반면, 교육평가 영역은 상대적으로 낮은 실행수준을 보여주었다. 특수교사의 배경 변인에 따른 실행수준을 살펴본 결과, 학교급, 연령, 최종학력에 따라 기본 교육과정의 실행수준에 유의한 차이를 보였다. 셋째, 특수교사의 관심도에 따른 실행수준은 무관심 단계의 특수교사들보다 관심 단계의 특수교사들이 높은 것으로 나타났다. 결론: 이러한 연구결과를 토대로 교육과정에 대한 관심도와 실행수준을 분석한 선행연구와 비교·분석하고 특수학교 차원에서 2015 기본 교육과정에 대한 특수교사의 관심도와 실행수준을 제고하기 위한 방안을 논의하였다.

• 교육시설
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• 제17권3호
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• pp.13-20
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• 2010

Seattle Public School Authority implements Inclusive Education which allows handicapped children to study in ordinary schools. This research is to analyze Inclusive Education system and find characteristics of school network and school planning. Survey was performed on 9 school districts and 54 public schools. The found results are following; 1) 54 schools adopt special education programs and legal barrier free design. All handicapped children groups are divided into level I through Ⅳ including mild level (level I,II) at all schools and multi-handicapped(severe level, level III, IV) at schools specified by school district or Seattle City. 2) Each school groups are transformed into self-contained classroom, therapy room and general room as a set in consideration of user communication and special education program. Also, existing classrooms are rearranged into small study spaces by using partition system. It allows ordinary schools to accomodate Inclusive Education through school network, classroom rearrangement and space partitioning.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2016년도 춘계 종합학술대회 논문집
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• pp.385-386
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• 2016

The amended School Education Act, which was enacted in 2007, stipulated the implementation of the education that enables children with disabilities who attend elementary and middle schools to overcome their difficulties that were caused by their disabilities. In 2014, 49,706 of special needs education supporters were dispatched by using 53 billion Yen through local fiscal measures, which is the amount of budget that can dispatch 46,300 special needs education supporters; 5,638 to public kindergarten, 43,586 to public elementary and middle schools and 482 to public high schools. The number of special needs education supporters has increased steadily.

• 대한장애인치과학회지
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• 제14권1호
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• pp.7-10
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• 2018

Special care dentistry, also known as special needs dentistry, is concerned with the oral health of people who have intellectual disability, or who are affected by other medical, physical, or psychiatric issues. Dental schools must educate dental students for the competency in managing and treating individuals with special health care needs. The purpose of this study is to identify the current status of special care dentistry education in Korean dental schools. A questionnaire relating to the education of special care dentistry was sent to eleven dental schools in Korea via email. The result turned out that eight out of eleven schools had classroom teaching of special care dentistry, while only four had practical teaching programs. Nine schools had dental clinics for the disabled, in which two of them had special care clinics within the Pediatric dentistry clinic, and other seven in separate clinical sites. Despite the increased interest in special care dentistry, education including classroom teaching and practical teaching was still insufficient and needed more development. This study implicated a small but valuable understanding of special needs dentistry education in Korea.