2009, Vol.10, No.2

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

pISSN : 1598-060X / eISSN : 2734-0090
https://journal.kci.go.kr/jsped

This study was conducted to understand the job experiences of the special teachers working at special schools and classes and explore the difference among them. Its concrete task of‘what kind of job experiences do the teachers taking charge of special education have and what does the difference among teachers’various job experiences depending on their working environments mean?’was performed by applying a grounded theory(Strauss & Corbin, 1998) method to it. The research method was suitable to this study trying to extract a concept and a theory inductively based on special teachers’deep understanding of field experiences and the reality. This study showed that from open coding 126 concepts, 36 subcategories and 12 categories were derived. A process for the job experiences of the special teachers working at special schools and classes was analyzed into the four steps such as‘the step of job experience’,‘the step of frustration and conflict’,‘the step of change and adaptation’and‘the step of satisfaction and development’. In selective coding, a key category was expressed as ‘the difficulty in performing special education and various interpersonal conflicts’. Confirming the relevance between continuously appearing categories centering on the category showed that types included‘positively coping type’,‘negatively accepting type' and 'independent self-development type’.

The study investigated effects of education and welfare services offered in the community on the socially adaptive behavior skills and self-esteem of students with severe and multiple disabilities who are receiving residential and itinerant education, and examined a program satisfaction degree of community service providers and families who participated. The result of the study showed that the socially adaptive behavior skills and self-esteem of all three students were improved. The students and their families have more concern for individual and social behavior skills than other skills. The community-based welfare services expanded their activity range, and improved their independence and self-confidence, as well as social skills. Particularly, families, the staff from organizations, and volunteers reported the positive effects of connecting the community-based welfare service to education programs of schools for students with severe and multiple disabilities. The participants' satisfaction degree of the program was high. So, the study discussed that students with severe and multiple disabilities need the community-based welfare services with residential and itinerant education for their social integration, eventually.

The purpose of this study was developing physical activity program to improve peer relationship of children with disabilities in inclusive elementary school. Literature review about peer relationship and physical activity was made first, then deep interview and field observation were conducted on regular class teacher, special class teacher, parents, and children without disabilities to understand the field. Validity test of collected data was conducted by the discussion of professionals. Analysis of data found that changing the perception and attitude of teacher was mostly in need and among children with disabilities, one with will to participate and developed motor skill had a positive interaction with children without disabilities. Based on overall analysis, the direction and goal of development of physical activity program, the form basis of physical activity program, and the development of model and reference of physical activity program were decided. Additionally, 8 major categories and 26 subcategories were classified. Ramifying each subcategories resulted in developing 105 physical activities. Further research is needed to examine the effect of the program in the field.