• Journal of Digital Convergence
• /
• v.17 no.8
• /
• pp.131-139
• /
• 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 Mathematical Education
• /
• v.48 no.1
• /
• pp.21-32
• /
• 2009

The purpose of this study is to diagnose the current states and the problems of student assessment of Elementary School Mathematics. For that purpose, this study conducted a survey and had the individual interviews. The surrey items consisted of the six main parts: questions about the development of assessment tools, the method to assess, the grading, the special supplementary courses, the opening of learning effect, and the follow-up guidances. The results of this study are as the follow First, elementary teachers depended heavily on internet sites for developing assessment problems. Second, elementary teachers made use of a performance assessment, a unit assessment, and a term examination at ordinary times. Third, unit assessment was largely referred for grading by elementary teachers. Fourth, in selecting the students for the special supplementary courses, both criterion-referenced assessment and norm-referenced assessment were considered. After finishing the special supplementary courses, additional tests were usually taken. Fifth, elementary teachers took a negative attitude in opening of learning effect. specialty opening of test paper to parents of students was done under 30%. Sixth, fellow-up guidances were the most through the classroom guidances. but consulting with parents of students was not frequently conducted by teachers.

• Journal of Gifted/Talented Education
• /
• v.7 no.2
• /
• pp.47-67
• /
• 1997

Fourteen Special high schools for developing talents in Science, Foreign Languages, and Arts in Seoul Metropolitan city were analyzed in terms of their educational objectives, Students screening system, curriculum, teaching-learning methods, teachers, and consistency with higher education. Special high schools in talent area were more or less similar to each other in all the above aspects. However, special high schools in different talent areas were quite different in student screening, teaching-learning methods, teachers, and consistency with higher education. Public schools were more affluent than the private ones. Special high schools in Science, arts and Sports were providing individualized, activity oriented, process-oriented teaching-learning methods, while the Foreign languages high schools excercised teacher-centered, grammar oriented, lecture-focused teaching methods more. Special high schools in arts and sports could have consistency with higher education because the university focuses on talents in the specified field rather than academic scores. In conclusion, the schools have a great deal of rooms to improve in teaching-learning methods with which students can maximize their potential development. However, the special high schools were equipped with better learning environments than regular high schools in many aspects.

• International Journal of Computer Science & Network Security
• /
• v.22 no.11
• /
• pp.109-114
• /
• 2022

The article theoretically analyzed and specified definitions such as: "professional development of personality, competence, professional competence of a teacher". Structural components of professional competence are defined, namely: theoretical involves deep knowledge in the field of special pedagogy, special psychology; technological involves the use of acquired knowledge in practical activities and personal in which important personal characteristics of a special teacher are noted. Criteria and levels of development of professional competence of future special teachers are determined. The article analyzes the peculiarities of the professional activity of a teacher in the conditions of an inclusive educational space, in particular, the special training of a teacher as an integral component of this process. Emphasis is placed on the cooperation of teachers in an inclusive educational institution for the socialization of a child with special needs and her preparation for independent life.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.3
• /
• pp.179-185
• /
• 2021

We performed to explore the applicability of protocol to improve the curriculum literacy for special education pre-teachers. For this, protocol of Park et al (2018), which can be used in the educational field, was partially modified and applied to enhance the special education curriculum expertise of pre-teachers. The literacy protocol of the special education curriculum was applied as Protocols 1 and 2, and Protocol 1 was focused on adaptation the 2015 special education curriculum and understanding literacy. Protocol 2 consisted of reorganizing the subject level centering on the five subjects presented in the special education curriculum, and establishing an integrated theme setting and reorganization plan. We applied the research design during a total of 15 weeks of special education curriculum subjects. The class format was flipped learning (e.g, pre-video lectures, theory lectures (E-Sheets), and learner-led activities (W-Sheets) for each topic was carried out. We found that pre-teachers' thought that the academic achievement and satisfaction of students with disabilities could be increased by adaptation the curriculum. Pre-teachers reported that the experience of reorganizing each subject/intersection helped improve their literacy but found it difficult.

• Journal of the Korea Convergence Society
• /
• v.9 no.5
• /
• pp.113-119
• /
• 2018

The purpose of this study is to verify the effect of participating in teaching material development program using 3D printer on the recognition of universal design for learning of early childhood special education pre-service teachers. This study was conducted on 30 early childhood special education pre-service teachers who participated in teaching material development program using 3D printer. The results of this study showed that the early childhood special education pre-service teachers use of the 3D printer-based teaching material development program resulted in statistically significant differences in the 4 low rank factors of the universal design for learning. This research shows that direct experience in developing teaching material using 3D printers is very effective to improve universal design for learning awareness. In addition, the experience of developing teaching material for pre-service early childhood teachers is important for improving the instructional design ability, and they need the practice of the development of the teaching material using the latest technology for teaching students with various needs.

• International Journal of Computer Science & Network Security
• /
• v.22 no.3
• /
• pp.183-188
• /
• 2022

Educators have been making strides in the research into and practices supporting the policy of mainstreaming students with disability. A move towards including students with intellectual disability in community schools with all the other students can be seen in many countries' education systems, including that of the Kingdom of Saudi Arabia. The 'rights of the child' has been the main argument put forward by advocates of this policy in an attempt to move from the medical to the social model. This study argues that, although mainstreaming can be viewed as a positive trend toward effective education, its implementation remains somewhat problematic. It is believed that more investigative research into professionals' attitudes is needed to improve service provision and inform the administration of mainstreaming practices. The attitudes of special education teachers on the policy of mainstreaming are examined and emerging key themes discussed. Furthermore, challenges that continue to inhibit mainstreaming practices in Saudi Arabia are identified.

• Journal of The Korea Institute of Healthcare Architecture
• /
• v.15 no.2
• /
• pp.51-58
• /
• 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.

• The Journal of the Korea Contents Association
• /
• v.19 no.10
• /
• pp.11-20
• /
• 2019

The purpose of this research is to investigate the experience for behavior intervention and awareness of positive behavior support among beginning special education teachers. For this, 5 special education teachers with less than 2 years of experience participated in this research. One-on-one in-depth interviews were carried out with them, and all interview results were transcribed and analyzed according to the constant comparison method resulted in 4 major themes follows: 'motivation', 'a series of choice', 'regret for intervention' and 'awareness of Positive Behavior Support'. also, 9 sub themes follows: 'educational needs', 'living needs', 'starting intervention', 'process of intervention', 'results of intervention', lack of resources', 'lack of communication', 'new attempts', 'new areas'. During a discussion, requests for behavior intervention and awareness of positive behavior support, which had been drawn in the research results, were discussed, and the limitation of this research was suggested.

• The Journal of the Korea Contents Association
• /
• v.17 no.11
• /
• pp.18-28
• /
• 2017

The purpose of this study to understand attitude toward smart education of preliminary special teachers who major in special education and provide a foundation for establishing a systematic support strategy for preliminary teachers after graduation for applying smart education to their students. To this end, 230 students enrolled in special education programs were studied. The questionnaire to measure attitude toward smart education of preliminary teachers consisted of a total of 38 questions including cognitive, affective and behavioral attitudes. The questionnaire was analyzed using the SPSS Win 20.0 Program to calculated general statistic analysis such as mean and standard deviation, and the t-test, ANOVA and a post-verification method, Turkey were performed to determine if there was a difference between the individual variables. The analysis showed that the level of smart education behavior of prospective special teachers was 'moderate', and behavioral attitudes showed the highest level of behavior, and the affective attitude was the lowest. The result showed that the differences between grade is significant and attitude scores of seniors is higher than freshmen's. and there was a statistically significant difference in 'cognitive attitude' and 'behavioral attitude'as sub-factors of attitude by whether the practice teaching was conducted.