• Journal of Korean society of Dental Hygiene
• /
• v.13 no.1
• /
• pp.38-44
• /
• 2013

Objectives : This study is to dental knowledge and awareness of special education teachers. Methods : This study is conducted with a total of 244 special education teachers in Dae Gu, Gyeong Buk, Gyeong Nam, Bu San city from 1st April to 30th April, 2011. Results : More healthy state of oral health reflected higher point of oral health behavior. In the correlation among the oral health knowledge, behavior and education, higher oral health knowledge reflected higher oral health behavior. In the obstacle factors against oral health education, 41.0% was in the lack of professionalism and understanding of oral health education. The majority method for oral health education was regular teaching and the oral health in charge of education was school nurse 67.1%. The most important point for improvement for oral health class enabled was oral health recognition of teachers about the importance of education. Conclusions : For improving the oral health of the disabled, it is needed to develop the educational program or awareness of oral health monitoring like applying fluorine by special education teachers and parents, including the necessity of various oral health education development suitable for the special education school to make awareness in the importance and necessity of oral health.

• Educational Technology International
• /
• v.12 no.2
• /
• pp.135-151
• /
• 2011

Recently, a wide variety of studies on future learning have appeared owing to rapid advances in information and communication technology (ICT) and increased discussion about core competencies in twenty-first-century learning. These studies, though insufficient in number, cover various fields such as architecture (design of the learning space), education (learning model), and technology (adaptation of mobile devices). However, these studies focus on mainstream students and do not discuss the future situation of inclusive education with regard to both mainstream and students with physical disabilities. Hence, in order to fill this gap, the present study explores the perceptions and ideas held by special education preservice teachers on the future learning space with regard to school design and peer-to-peer feedback. For this purpose, these preservice teachers' design proposals about future school were collected and analyzed. In conclusion, special education preservice teachers perceive the future learning space as an inclusive environment in which smart technology is incorporated. Future learning environment were categorized in terms of flexible, ubiquitous technology, physical and mental health, safety, and spaces with facilities for students with physical disabilities.

• Journal of Fisheries and Marine Sciences Education
• /
• v.29 no.1
• /
• pp.13-30
• /
• 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 Contents
• /
• v.17 no.2
• /
• pp.9-19
• /
• 2021

The purpose of this survey-based study was to investigate high school students' perceptions of mathematics teachers' implementation of Universal Design for Learning (UDL)-based practices and technology in their mathematics classes in 2017. A total of 303 high school students in South Korea participated in this online survey on teachers' use of technology for instructional practices, the frequency of technology tool use, and the meeting of UDL guidelines in mathematics instruction. According to frequency analysis, high school students generally perceived their teachers' mathematics teaching as somewhat positive in providing multiple means of representation, action and expression, and engagement. However, mathematics teachers' implementation of technology tools in their mathematics classes was generally limited. This study indicated significant and positive relationships between variables regarding the use of technology tools and teachers' efforts to follow the UDL guidelines. Applying the Chi-squared test, we further examined how each survey result differed according to high school students' academic achievements and grade levels.

• Korean Journal of Comparative Education
• /
• v.28 no.6
• /
• pp.53-84
• /
• 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.

• Journal of the Health Care and Life Science
• /
• v.9 no.2
• /
• pp.285-295
• /
• 2021

In the university of education that trains teachers, elementary school pre-service teachers understand the importance of integrated education and complete 「Introduction to Special Education」 as an essential subject for teaching knowledge so that they can perform integrated education well in the school field. Therefore, this paper has examined whether elementary school pre-service teachers understand integrated education well through 「Introduction to Special Education」 and whether their ability to perform integrated education has improved. In this study, 55 fourth-grade students taking 「Introduction to Special Education」 at the university of education were selected as experimental groups and questioned their understanding of integrated education and their ability to perform integrated education twice before and after taking the class. The research results are as follows: First, the perception of elementary school pre-service teachers about the integrated education changed statistically significantly and positively in all areas and points. And next, the ability of elementary school pre-service teachers to conduct the integrated education improved statistically significantly. These findings show that elementary school pre-service teachers can better understand integrated education and provide a foundation for conducting integrated education well in the field by completing 「Introduction to Special Education」 at universities.

• The Korean Journal of Community Living Science
• /
• v.22 no.1
• /
• pp.163-179
• /
• 2011

This study was conducted in an inclusion class in M Inclusion Day Care Center in Busan. Thirteen sessions of cooperation teaching were applied in the inclusion class. In this sense, the purpose of this study was to identify what kinds of change occurred in the perspectives of teachers' role on both the general education teacher and the special education teacher during cooperation teaching. The data were collected through participation observations, teachers' reflective journals, and interviews. From the results of the study, it could be suggested that various types of teaching strategies need to be introduced to both teachers from the beginning of inclusion so that the general teacher and the special education teacher could understand each others roles and tasks, share opinions and ideas about daily activities, and experience the roles of the other teacher.

• Journal of Preventive Medicine and Public Health
• /
• v.22 no.4 s.28
• /
• pp.506-517
• /
• 1989

Two hundred and fifty teachers of special school (for the disabled) and 414 elementary school teachers were selected for the targets in order to compare their degrees of fatigue symptoms and to find what kind of ralationship is between subjective symptoms of fatigue and pH is the saliva. It was 30 minutes before their closing hours on April 21th, 1989 that their physical, mental and neuro-sensory symptoms and salivary pH were examined. The test results are summarized as fallows : It is observed that an interrelation between subjective fatigue and pH in their saliva shows a significant relationship between physical and neuro-sensory symptoms in a sense of statistics. The rate of subjective fatigue complained by the special teachers is higher than that by the elementary teachers. In the case of salivary pH, the special teachers' is as a whole lower than the elementary teachers'. The complain rates in each item, checked, of special teachers are generally higher than those of the elementary teachers. It is in the mental symptom related item that there are many sub-items which show significant difference. According to the average of salivary pH based on the degrees of complained symptoms shown in the pH related items, the salivary pH of the group with complained symptoms is lower than that of the group without complained symptoms. In the rate of complaints, by sex, both sexes of the special teachers show high ones, but salivary pH is low. The complain rate of mental symptoms shown by female group from the special teacher Is significantly higher(p<0.05). By age, the group in their thirties from the special teachers show the higher complain rate of mental symptoms (29.3%) and the lower salivary pH (p<0.05) than that (15.1%) of the elementary teachers belonging to the same age catagory. However, the special teachers in their forties show the lower complain rate of physical symptoms that of the elementary teachers (p<0.05). From the viewpoint of their working years, the special teachers below 14 years and elementary teachers above 15 years in their career show high complain rates. Among those who belong to the catagory of 10-14 working years, the special teachers show the higher complain rate of mental symptoms than that of their counterparts. In the case of the salivary pH, the special teachers of all working-year catagories show the higher pH than that of the elementary teachers. But there is not significantly difference. From the viewpoint of sleeping hours in the previous night of the questionaire surveyed, among those who slept for over 7 hours, the special teachers show the higher complain rate of mental symptoms with a significant difference, but the lower salivary pH than that of their counterparts. From the viewpoint of their marital status, existence of disease history, the special teachers show the higher complain rate of subjective fatigue, but the lower salivary pH than that of the elementary teachers respectively. According to the above results, the special teachers generally show the higher complain rate of subjective fatigue, the lower salivary pH, and the higher complain rate of mental symptoms. To prevent the possible accumulation of mental fatigue of the special teachers, ways and means to make use of leisure time, recreational facilities are necessarily provided. Since the degree of fatigue and salivary pH have a correlation to some extent, it is necessary that further continuous studies on the correlation between the degrees of fatigue and salivary pH should be pursued.

• Journal of the Korean Dietetic Association
• /
• v.17 no.2
• /
• pp.161-175
• /
• 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.

• Journal of the Korean Dietetic Association
• /
• v.24 no.1
• /
• pp.62-74
• /
• 2018

The purpose of this study was to investigate dietitians or nutrition teachers' perception of sugar reduction and usage of sugars in school meal service. A survey was conducted for dietitians or nutrition teachers at elementary, middle, and high schools in Gyeonggi and Incheon. Survey data were analyzed according to the experience period and school types of dietitians or nutrition teachers. The numbers of subjects according to work experience period were 134 (44.2%) for <5 years, 68 (22.4%) for ${\geq}5$ and <10 years, and 101 (33.3%) for ${\geq}10years$. Among the subjects, 168 (55.4%) were nutrition teachers at kindergarten/elementary schools, and 135 (44.6%) were at middle/high/special schools. Perceptions of sugar reduction programs were higher in kindergarten/elementary schools than in middle/high/special schools. The perception of added sugar use increased with more work experience, and interest in sugar reduction was higher in kindergarten/elementary schools than in middle/high/special schools. Practice for added sugar reduction increased with more work experience, and the most common method for reducing sugar was use of natural sugars. The main reason for not reducing added sugars in school meals was due to preference. Nutritional education for students increased with more work experience and was higher in kindergarten/elementary schools than in middle/high/special schools. The major nutritional education methods were using school homepage (37.4%), sending family letters (37.4%), and using principle's discretion time (18.4%). Organic sugar and rice taffy were used more at kindergarten/elementary schools, and white sugar, brown sugar, and white syrup were used more at middle/high/special schools. The most common menu using added sugars was stir-fried dishes (stir-fried pork, chicken, and vegetables).