2009, Vol.10, No.1

This study aims to identify special education teachers' recognition on after-school and its management. For the purpose, this study compares special school teachers according to school types, targeting special school teachers who are in charge of after-school in special schools in Gwangju and Jeonnam. For this study, we interviewed 139 teachers who had experiences of after-school instruction in special schools in Gwangju and Jeonnam using a questionnaire. 119 copies (86%) of which we used for actual analysis. The results of the analysis are summarized as follows: First, in respect to the management of after-school, this study found that school heads and parents had the largest interest in it and they were also interested in how much teaching materials and tools, preparation against safety accidents, facilities and equipment are prepared. The programs were inclined to information & communication, art and crafts. Second, its was found that teachers' interest in and recognition on after-school was relatively high, and hoped that after-school would be expanded. The purposes of after-school they considered as most important were development of talent and specialities of the students with disabilities. Their satisfaction in after-school was high, but they felt much energy consumption was the biggest burden. They recognized that blending of external instructors with special education teachers is desirable for after-school teachers, centering on special education teachers. As suggestions for future program, they answered that the program should be developed and expanded according to levels, and pointed out that negative instruction by internal teachers due to excessive tasks is a problem. To improve the expertise of after-school instructors, they mentioned the necessity of training relating to after-school and emphasized steady efforts and self-development of instructors.

A Study for Developing Standards for Special School Principal's Competency

하상근 , 김용욱 | 2009, 10(1) | pp.275~299 | number of Cited : 4

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The present study purposed to develop standards for special school principal's competency by analyzing standards for ordinary school principal's competency and the contents of job required in the administration of special schools. According to the results of analyzing previous studies in foreign countries, Interstate School Leader Licensure Consortium(ISLLC) in the U.S, and National Standards for Headteachers (NSH) in the U.K. suggest six large areas - school vision(future creation), school culture and class programs (leading teaching and learning), school management, cooperation with parents and local community (self-development and cooperation), administrator ethics (accountability), and extensive situational context (strengthening the ties of community through cooperation) - in their standard job descriptions for principals and emphasize the guarantee of minimal quality of education. In Japan, standard job descriptions for principals are divided into three areas-laws and regulations, items entrusted to the Education Committee, and miscellaneous-based on law and regulations on management personnel, and emphasize the observance of specific rules. Based on major foreign cases, Korean Educational development Institution has developed 'standards for ordinary school principal's competency' in six large areas-curriculum operation and assessment, guidance and support of students' life, faculty management and support, the organization and operation of school administration, support to cooperation with parents and community, and specialty enhancement and support. In addition, CEC suggests seven areas-the base of special education, learners' development and characteristics, difference in individual learning, class planning assessment, cooperation, and professional and ethical practice. Based on these researches, we developed "standards for Korean special school principals' competency" suggesting 10 large areas, 26 sub-areas, and 99 competency items. These standards were developed through consultation with specialists in a way of employing the strong points and correcting the weak points of the foreign standards presented above, and meeting requirements in the current educational situation of Korea. "The standards for Korean special school principals' competency" developed in this study are expected to be used in the field of special education for the education, appointment, job training, and competency assessment of special school principals.

A Study on the Special Education Teacher Image of University Students Majoring Special Education - focused on Junior and Senior Students -

Han Kyung-Im , Song MiSeung , Park,Chul-Su | 2009, 10(1) | pp.301~322 | number of Cited : 10

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Korean Special Education and Daegu University: History, Phenomenon, and issues

Byung-Ha Kim , Kunyong Rhee , 김태영 | 2009, 10(1) | pp.323~342 | number of Cited : 5

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Mothers' Perspectives on Leisure Activities of Students with Mental Retardation during the Summer Break

신일근 , Young-il Kim | 2009, 10(1) | pp.343~362 | number of Cited : 5

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Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96

2009, Vol.10, No.1