• Journal of the Korea Convergence Society
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• v.10 no.6
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• pp.113-120
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• 2019

The purpose of this study was to compare and analyze special teachers' perception on virtual reality based intervention program.(VRIP) for students with disabilities. The survey participants consisted of 364 special teachers who were working in special class or special school. Questionnaires with unfaithful responses were excluded, and a total of 324 questionnaires were analyzed. Data analysis was carried out through independent t-test and ANOVA. According to the results of study, Male special teachers' acceptance intention towards VRIP were higher than female special teachers. Special teachers with educational career within 10 years had more positive awareness than special teachers with educational career above 15 years. Special teachers in middle and high school teachers were higher than special teachers in kindergarten. In the aspects on another factors, special teachers with educational career within 10 years more positive awareness than special teachers with educational career above 15 years. Special teachers in middle and high school teachers were higher than special teachers in kindergarten.

• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.67-87
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• 2020

Objective: In order to provide basic data that can strengthen the recognition of continuity of early childhood and primary education, early childhood education and early childhood special education teachers at inclusive child care and education settings participated in this study. Methods: The researchers conducted a survey on 192 early childhood teachers and 167 early childhood special education teachers in Seoul and Gyeonggi-do province. The collected data were analyzed statistically. Results: First, early childhood special education teachers were higher than early childhood teachers statistically on the prerequisite elements of continuity. Second, early childhood education teachers were higher than early childhood special education teachers statistically regarding the prerequisite educational techniques required for continuity of early childhood and primary education. In particular, early childhood teachers put more of an emphasis on learning and sociality-communication than early childhood special education teachers did. Conclusion/Implications: It is necessary that in-service education on prerequisite elements be stressed, and there be more detailed activities and education about programming and its utilization for early childhood special education teachers.

• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.173-200
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• 2020

Objective: The goal of this study was to explore the implementation status of positive behavior support(PBS) for child care and education teachers and special education teachers at inclusive settings, and to investigate support needs of both teachers for improving the implementation of PBS. Methods: This study made up 405 surveys for child care and education teachers and special education teachers in 45 inclusive settings from July to August in 2019. A total of 244 surveys(60.2%) were completed and returned. Results: Special education teachers were statistically higher than child care and education teachers in the implementation of the center based level 1, the small group based level 2, and the individual based level 3 of PBS. In open-ended responses, when implementing PBS, the two groups of teachers had difficulties in getting knowledge about how to instruct preschoolers and implementing PBS. Both groups of teachers wanted the education and the training opportunities for PBS at first, and to 'reduce the teacher-to-child ratio'in the public support system. Conclusion/Implications: Based on the results, suggestions were discussed on how to improve the implementations of PBS of child care and education teachers and special education teachers at inclusive settings.

• 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.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.13-30
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• 2017

This study was conducted to analyze the level of happiness, teachers' efficacy and job satisfaction of early childhood special education teachers and determine the correlations between the variables. For the purpose, we conducted a questionnaire survey with 179 early childhood special education teachers working at the day care centers for the children with disabilities and the special school kindergartens in B city. The data collected were analyzed using SPSS 23.0. The results of this study showed that there was a statistically significant difference in the level of happiness, teachers' efficacy and job satisfaction of early childhood special education teachers according to their backgrounds such as age, teaching career, type of organization, educational background. Also, A positive correlation among happiness, teachers' efficacy and job satisfaction of early childhood special education teachers were found in this study. Finally, discussions of the results as well as implications of the study were provided.

• International Journal of Computer Science & Network Security
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• v.22 no.2
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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.

• Journal of the Korea Society of Computer and Information
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• v.22 no.4
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• pp.107-113
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• 2017

The results showed that the male teachers' have higher expectations of the free learning semester compared to the female teachers'. Furthermore, the teachers who had experienced the free learning semester felt less job burdens than the teachers who did not. In addition, the subject teachers showed higher expectations of the free learning semester than the general teachers or the homeroom teachers. Therefore, in order to establish a stable system of free learning semester, it should be preceded by development of differentiated program of special education, free learning semester, strengthening of advance training, establishment of the system for participating in the whole school and the simplification of administration.

• Journal of Korean society of Dental Hygiene
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• v.14 no.5
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• pp.731-738
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• 2014

Objectives : The purpose of this study is to investigate the knowledge, practice, and awareness toward oral health in the special school teachers. Methods : A self-reported questionnaire was filled out by 133 teachers in special education schools in Seoul, Gyeonggi-do, Chungbuk, and Jeonbuk. Data were analyzed using the statistical package SPSS WIN 12.0 for frequency, t-test, one-way ANOVA, Scheffe test(post hoc test), and Pearson's correlation coefficient. Results : In oral health knowledge, the average score of female teachers was 8.31 in comparison to 7.75 in male teachers(p<.05). In oral health practice, the average score of female teachers was 3.71 and that of male teachers was 3.69. In oral health awareness, the average score of female teachers was 4.12 and male teachers had 3.93. The teachers in special schools had a close positive correlation between oral health awareness and practice(r=.448, p<.05). Conclusions : The teachers tended to have better knowledge of oral health but they did not practice the oral health behavior. The teachers have the important role in oral health management for the disabled children by providing the right toothbrushing method.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.3
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• pp.302-313
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• 2006

This paper explores the efficacy on enforcing empowerment for the beginner special education teachers' adaptation of teaching life. Empowerment is widespread public concern regarding the role of the teacher in decision made in the operation of schools. Therefore what is discussed to be definition, a central component and strategies of empowerment based upon the through literature review. Empowerment is defined in terms of teachers power to participate in decision making about teaching and learning condition, especially is related to disabilities. And Empowerment has six components, decision making, professional growth, status, self-efficacy, autonomy, and impact. When novice teachers in special education utilize self-empowerment strategy, they have the opportunities for greater status and increasing power.Finally, empowerment is at the heart of special education teachers' adaptation of teaching life. It is suggested that follow-up studies should be conducted to develop indicator for assessing what teachers in special education perceived their empowerment in overall work. Also higher education program must address this issue in pre-service training of administrators and teachers in special education.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.169-174
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• 2022

The study aims to discover the scope of pre-service special education teachers' knowledge and perceptions of using computer technology in teaching students with disabilities from a pre-service teacher (PST) perspective in light of the gender and sub-major variables. The sample consisted of 84 MEd students/pre-service teachers at the Department of Special Education, Faculty of Education, Umm Al-Qura University. The descriptive analytical approach is used due to its relevance to the study. A survey consisting of the participant's basic information section and 12 statements was sent to a set of pre-service teachers. Findings showed that pre-service special education teachers had an overall high knowledge of using computer technology (M=3.93). Findings also indicated that there were no gender- or major-related statistically significant differences (α = 0.05), in pre-service special education students' knowledge and perceptions of using computer technology.