본문 바로가기
  • Home

The Study on Current State of Educational Diagnosis?Evaluation and Interagencies Cooperation in Educare Institution for Children with Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2007, 8(2), pp.1-29
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

MiRa Kang 1

1영동대학교

Accredited

ABSTRACT

The purpose of this study is to investigate current state of「Educational Diagnosis and Evaluation」out of [Childcare Institution Accreditation Index] and degree of「interagency linkage」in community. The subjects of this study was selected teachers and therapists for childcare who charge for upbringing, education, and related services of children with disabilities in range from 0 to 12 age. The results showed that the most utilizing diagnosisevaluation tools was curriculum-based evaluation including [Portage Scale], [Social Maturity Scale], and [Carolina Curriculum], [E-CLAC]. To plan and evaluate IEP, they have used「curriculum for commerce」and [curriculum for kindergarten]. The problems of organization and management of curriculum was pointed out「what there are no fit curriculum for infants with disabilities」,「what it is difficult to set a goal according to character of infant with disabilities」. Interagency cooperation needed for infants with disabilities and their families was pointed out「linkage for inclusion between special education institution and general kindergarten」and 「linkage for appropriate treatment between medical center and education institution after case finding」, the next,「linkage for training fitting fields」 in order. In conclusion, interagency cooperation need in order to establish medical, education, psychology supports necessary to living children with disabilities and their families as community numbers. As well as it should be needed systematic, financial supports in order to make educare institution for children with disabilities role and function.

Citation status

* References for papers published after 2022 are currently being built.