2018, Vol.19, No.3

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 analyzed the 77 survey results of the teachers from Special Education Support Centers, in order to investigate the actual condition of the educational support the hearing-impaired students integrated in regular classrooms receive from the Special Education Support Centers and to understand the demand for support in terms of efficient management. The findings are the following. First, as a result of examining the actual state of educational support for the hearing-impaired students at the Special Education Support Centers, high frequency of implementation in detailed support areas of the 'Diagnosis and Evaluation' section was observed. Second, as a result of examining the demand for educational support for the hearing-impaired students at the Special Education Support Centers, high demand for support in the detailed support areas of the ‘Diagnosis and Evaluation’ section was observed. Lastly, as a result of analyzing the difference between the actual support and the demand for support from hearing-impaired students at the Special Education Support Centers, the demand for support was higher than the actual support in the areas ‘Language Therapy’, ‘Audiometry test’, ‘Auditory Training’, ‘Career Education and Support’, and ‘Educational Program for General Students for Understanding Hearing Impairment’.

The purpose of this study is to provide basic data to gain an understanding of the current state of the training system for secondary special education teachers. The study discusses how to improve the system by examining the experiences of the teachers’regarding their pre-service training as well as their perceptions about the training system. The teachers’responses to interview questions were analyzed according to the constant comparison method, and their perceptions regarding the training system were divided into 19 sub-themes, nine themes and four categories. The results of the analysis are as follows. First, secondary special education teachers are require high levels of subject expertise, but the expertise they acquire in this area is not adequate and needs to be increased. Second, most of the classes for special education major and subject majors consist of theory-oriented courses and have limitations in terms of understanding the basic curriculum and acquiring specializations related to education for students with developmental disabilities. Third, the problem with the training system for secondary special education teachers is that there is little relationship between the system of education and both the practice that take place in the field of special education and the employment system for the teachers. Finally, method for improving the training system include strengthening the capacity for subject expertise, reducing the number of courses on disabilities in the basic completion subject, and organizing and offering courses related to subjects that are part of the basic curriculum for special education major. Based on these results, the study explores the implications for the secondary special education teacher system and ways in which it could be improved.

Despite UDL's philosophical background and its justification, the spread and execution of the system is not sufficient. Regarding this reason, there is a claim that UDL is a limited concept for special education, and UDL is an abstract principle. Many of the misperceptions associated with the concept have been eliminated by the effectiveness study, but the problem of lack of detail still remains. Therefore, this research is designed to guide and support the process from the design to application of UDL based classes with the characteristics of Korean education sites in mind. The final model was developed through the process of primary model, expert review, and usability assessment, and the model was validated by experts. The K-PAL model, which was finally developed as a result of the research, consists of six stages : goal identification, analysis (student analysis, situation analysis), goal setting, UDL application, UDL lessons, and reflection thinking. Activities carried out at each stage were considered and the basis for the activities was given. The K-PAL model, which was developed at the end, is designed to facilitate teachers with UDL based instructions, and is characterized as a model reflecting the concept of optical design. And there are differentiated parts, such as identifying goals, setting goals, analyzing situations and reflecting on the process of thinking, compared to PAL. Finally, several suggestions were made for the spread of UDL-based instructions applied with K-PAL models at the education site.