• Title/Summary/Keyword: Special Education School

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Overview of Special Educations for Gifted Students in Mathematics

  • Iitaka Shigeru
    • Research in Mathematical Education
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    • v.10 no.1 s.25
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    • pp.49-54
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    • 2006
  • Special educations for gifted students have not been given enough attention in Japan with a little exception. Indeed, such educations were sometimes despised in Japan by teachers and parents as well as by boards of education, because one of the features of postwar education system in Japan was an excessive egalitarianism. The other is cramming of knowledge in school education, which is necessary for high school graduates to pass entrance examinations for famous universities such as University of Tokyo, or Kyoko University. However, in 1997, some trials of special educations for gifted students started. The Ministry of Education, Sports, Culture, Science and Technology admitted 'skipping a year to enter universities.' In this paper, the following three topics would be discussed. 1. Enrollment of high school students aged 17 into Chiba University. 2. Summer seminars conducted by Japan Mathematics Foundation of Olympiad. 3. Super Science High School Program funded by the Ministry of Education.

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A Study of Korea Tasks through Standard Contents of Special Teacher Training in Germany (독일의 특수교사 표준양성내용으로 본 한국의 과제 탐색)

  • Nam, Suk
    • Korean Journal of Comparative Education
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    • v.28 no.6
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    • pp.53-84
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    • 2018
  • With the change of society and the rapid development of science and technology, the direction of future education and the functions of schools have changed. Also the roles and tasks of teachers are changing rapidly. As Germany entered into the 21st century, many discussions let to a consensus on the direction of future education and schooling withholding a sense of responsibility and solidarity for the education of all members of the society. As a result, standards for the training of general teachers and teachers for special education were presented. The purpose of this study is to compare the standard contents of teacher training for special education in Germany with the qualification criteria for special school, teachers in Korea, focusing on evaluation and giving as well detailed information on the examination of teachers for special school, as on basic subjects for the qualification of special school teachers for special education in Korea will be explored. As a result, the content of this study can be summarized by four items. The first one is dealing with the creation of a consciousness of solidarity and a sense of responsibility among the members of the society for the future education and the role of schools and teachers. The second item ist about including the capacity and competence of teachers in the restructuring of the school and in the minimum standards of teacher training for special education. Third, the specificity of each state (provincial and local) is considered in the content of standards for teacher training. Fourth, standards for teacher training are linked to each other, previous teacher education, trainee teacher education, and current teacher education.

A Study on the maintenance status of Special Education Facility (지역별 특수교육시설 정비현황에 관한 연구)

  • Lim, Chang-Hyun;Kim, Sung-Ryong
    • The Journal of Sustainable Design and Educational Environment Research
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    • v.19 no.2
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    • pp.32-40
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    • 2020
  • In order to establish a special school considering the rights of disabled students to receive education and the principle of fair regional placement, this study identified the deviation of regional maintenance status of special education facilities and analyzed and examined their characteristics to provide desirable basic data for the establishment of facilities in the future. As a research method, the main status and maintenance index for each region were calculated based on the status of each special education subject and the disability area by using the statistics and facility data of the Ministry of Education, Special Education Policy Division, and the Ministry of Education of each province. According to the analysis results, large cities tended to rely on special classes and general classes due to the lack of facilities at special schools, and local cities showed uneven results for each disability area and supplemented the system lacking special education support centers. In overall evaluation, special education facilities have not yet been leveled across the country.

The Subjective Stress, Depression, and Sleeping of Mothers with Children in Special Education of Elementary School, Middle and High School (초.중.고 특수교육자녀를 돌보는 어머니의 스트레스, 우울 및 수면)

  • Kim, Hyun-Suk;Choi, Jung-Boon;Cho, Mee-Yeon
    • Journal of the Korean Society of School Health
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    • v.23 no.1
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    • pp.71-78
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    • 2010
  • Purpose: The purpose of this research is to identify stress, depression and sleeping of mothers with children who have received the special education in the elementary, middle and high school and to find out the relationship among stress, depression and sleeping. It will be provided as the basic information for development of nursing intervention. Methods: This research was carried out from November 18th to November 27th, 2009 through questionnaire about the stress, the depression and the sleeping. The subjects of investigation were 94 mothers with children who have received the special education in elementary school, middle and high school. Results: There is correlation between the psychological and physical stress of the mothers; correlation between the stress and the depression; inverse correlation between the stress and the sleeping; and inverse correlation between the depression and the sleeping significantly in statistics (p<.001). Mother group in elementary school has mild depression and the other variables in all groups of mothers are included in normal range. Conclusion: It is necessary to do the comparative study for stress, depression and sleeping of mothers with children who have received the special education in elementary school, middle and high school and to make the research for the development of optimized nursing intervention program for reducing depression for the subjects.

A Study on the 4th Industrial Revolution in the View of Special Educational Teachers (특수교사들의 관점에서 바라보는 4차 산업혁명)

  • Jeong, Gyeong Hee;Song, Byung Seop
    • 재활복지
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    • v.22 no.4
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    • pp.153-172
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    • 2018
  • This study is to examine the awareness of the 4th industrial revolution among special educational teachers as a preliminary study to explore the future special educational should continue forward in this new period. For the purposes of this study, a survey was conducted focusing on 117 special educational teachers in Korea. The major results were presented as follow. special educational teachers recognized that "the 4th industrial revolution" will have a positive effects on the special education, However, the level of understanding and interest in this was low. Moreover, Special teachers learned about 4th Industrial Revolution mainly through TV and media, recognized the needs for expert education on the fourth industrial revolution. Special teachers recognized that the Fourth Industrial Revolution was necessary for special education but was not realistically prepared. Special teachers said that programs for special education should be developed and distributed based on the 4th Industrial Revolution. In conclusion, The study is meaningful in understanding the Fourth Industrial Revolution from the perspective of special teachers and in providing basic evidence to support special education.

The Relationship Between School Organizational Climate and Teacher Burnout: Focusing on the Latent Profile of School Organizational Climate Perceived by Special Education Teachers (학교조직풍토와 교사 소진의 관계: 특수교사가 지각한 학교조직풍토의 잠재프로파일을 중심으로)

  • Choi, Hyunju;Chang, Eunbi
    • Korean Journal of School Psychology
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    • v.18 no.3
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    • pp.291-316
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    • 2021
  • This study was conducted to identify how special education teachers perceive their school's organizational climate through latent profile analysis performed using Mplus, and determine whether there was a difference in the average teacher burnout rate between perception groups using three-step approaches. The participants were 312 special education teachers. The perception groups were identified as 'closed', 'laissez-faire', 'average', 'controlled', and 'autonomous.' The groups had different teacher burnout rates. The closed group had the highest rate, while the autonomous group had the lowest. This paper discusses the implications of these results for special education teacher burnout and school organizational climate, and suggests ideas for future studies.

DENTAL STUDENTS' PERCEPTIONS AND BEHAVIOR INTENTIONS TOWARDS PATIENTS WITH SPECIAL CARE (치의학대학원 학생의 장애환자에 대한 인식 조사)

  • Park, Sang-Euk;Kim, Young-Jae
    • The Journal of Korea Assosiation for Disability and Oral Health
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    • v.9 no.2
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    • pp.91-97
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    • 2013
  • The objective of this study was to explore perceptions of dental student of patients with special care. Their satisfaction with education, and their professional attitudes and behavioral intentions concerning treating these patients were the issues of this paper. Paper-and-pencil survey data were collected from 289 dental students at the school of dentistry, Seoul National University. Most respondents agreed that it is important to be educated about providing care for patients with special needs at the school. The higher grade students they are, they got the higher degree of understanding about treating these patients and the more satisfaction with the education. However, their intentions to treat these patients in their future professional lives were negatively correlated with degree of students. Based on these findings, it is recommended that school curriculum about treating patients with special care be reconsidered to develop students' comfort level in treating special needs populations.

Study on Job Satisfaction and Foodservice Management of Dieticians and Nutrition Teachers in Special Schools for the Disabled: Focused on Gyeonggi Area (경기도 소재 특수학교에 근무하는 영양사.영양교사의 직무만족도와 급식운영 현황)

  • Park, Wha-Ja;Lee, Seung-Min
    • Journal of the Korean Dietetic Association
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    • v.17 no.2
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    • pp.161-175
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    • 2011
  • This study examined students' menu preferences as well as the job satisfaction and specific considerations concerning foodservice operation of dieticians and nutrition teachers at special schools for the disabled. Semi-structured interview questionnaires were sent to all of the 21 special schools with direct school food service in Gyeonggi-do, and 16 dieticians and nutrition teachers agreed to participate in this study. Among the various menu groups, the subjects perceived the meat group as the most preferred and the vegetable group the least preferred. They were generally satisfactory with their job and duty, and had a strong sense of belonging to the school. However, most of them answered that they needed more time for nutritional education and counseling. While most had pride and pleasure in their job, they expressed a desire to change the system to better fit with their roles as professional nutritionists. The content analysis revealed that the subjects mainly focused on safety issues in planning the food menu and were thus limited in selecting menu items. They also felt difficulty in menu planning due to various tastes and preferences, since special schools tend to consist of a wider grade range. However, most subjects reported little trouble in food distribution and food leftovers owing to practical support from teachers and parents. The necessity for education concerning table manners and obesity prevention was generally a shared opinion, and education programs for parents were also perceived as necessary to better understand the special considerations for developing proper eating habits in their child. The study findings provide useful basic data to improve the foodservice system at special schools.

A Study on the Real Condition of Teachers' Safety Accident and Methods of Preventive Education in Special Schools for Students with Mental Disorder (지적장애 특수학교 교사의 안전사고 실태 및 예방교육 방안에 관한 연구)

  • Bae, Kwang-Youl
    • Journal of Digital Convergence
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    • v.17 no.8
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    • pp.131-139
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    • 2019
  • This study is the purpose of effective safety education measures for special school teachers with intellectual disabilities on the status of safety accidents and preventive education. In summary, the results show that there is a statistically significant positive correlation between the safety education activities of teachers at special schools with intellectual disabilities, safety education environment, safety education recognition, safety education knowledge, safety resources and training experience, and internal and external factors. Overall, the experience of safety accidents by teachers is higher than expected, and the practice of safety education to prevent the occurrence of various places, times, and types such as classrooms, staircases, auditoriums, and rides. The practice of safety education to prevent this also indicated that the safety resources of special school teachers and opportunities for training experiences should be expanded more by presenting safety data, knowledge, awareness, and education activities in order.

The Image of Elementary School Teachers on Special Class using Q-Methodology (Q-방법론을 이용한 초등교사의 특수학급에 대한 이미지)

  • Son, Yeong-Hee;Kang, Young-Sim;Jo, Hye-Sun
    • Journal of Fisheries and Marine Sciences Education
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    • v.22 no.4
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    • pp.611-620
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    • 2010
  • The purpose of this study was to analysis of the image of elementary school teachers on special class. The Q-methodology was used as a research method which is useful for analyzing subjectivity like as human value, attitude, belief and image. P-sample as subjects of this study was collected from 40 elementary school teacher in Busan. A data was analyzed using QUANL PC program. As a result of research, the image of elementary school teachers on special class was classified as 4 type. The 1 type was labeled the practical proponent type. The 1 type teachers highly estimate the educational importance of the special class and thought it as a place that educational possibility of children with disabilities can come true. The 2 type was labeled the passive bystander type. They are quite indifferent to the special class, and are skeptical about the educational achievement of children with disabilities. The 3 type was labeled the ideational positive type. They admit the importance of the special class, but thought that the image about the special class highly depends on the ability of the teachers who take responsibility for it. The 4 type was labeled the realistic opponent. They criticize the special class for not being the place that inclusion education for children with disabilities comes true and they are dissatisfied with the fact that ordered-curriculum for children with disabilities isn't applied at all.