@article{ART001080335},
author={태원성 and Park, Nam Su},
title={A Qualitative Case Study about Preparation and Implementation of Individualized Education Plan on Elementary Schools Special Class},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2007},
volume={8},
number={3},
pages={261-281}
TY - JOUR
AU - 태원성
AU - Park, Nam Su
TI - A Qualitative Case Study about Preparation and Implementation of Individualized Education Plan on Elementary Schools Special Class
JO - Journal of Special Education: Theory and Practice
PY - 2007
VL - 8
IS - 3
PB - Research Institute of the Korea Special Education
SP - 261
EP - 281
SN - 1598-060X
AB - The purpose of this study was to investigate preparation and implementation of Individualized Education Program on special class in elementary school. For this purpose, this study operated in-depth interviews with 5 special education teachers who were in charge of special classes in Gyeongsangnam-do elementary school. The results are as follows. First, special education teachers generally had very low recognition about to necessity of individualized education program. Second, during preparing individual education program, Individual Education Operating Association existed just perfunctorily. In addition, showed that supporting system should be established for each school, and methods for inclusive education should be discussed thoroughly.Third, the methods of individual education was mainly to use learning papers by students' level in special classes. From this, we could understand why we need the speciality of encouragement of teaching for special classes. We need approach of methods to various learning models for individual education, moreover, administrational and financial supporting system should be established immediately.Fourth, so as to properly operate individual education, teachers' responsibility and supporting from each school are needed. parent's interest and participation in disabled education should be increased and supporting plans should be fixed for pragmatic inclusive education.
KW - elementary school special class;individualized education program;qualitative case study.
DO -
UR -
ER -
태원성 and Park, Nam Su. (2007). A Qualitative Case Study about Preparation and Implementation of Individualized Education Plan on Elementary Schools Special Class. Journal of Special Education: Theory and Practice, 8(3), 261-281.
태원성 and Park, Nam Su. 2007, "A Qualitative Case Study about Preparation and Implementation of Individualized Education Plan on Elementary Schools Special Class", Journal of Special Education: Theory and Practice, vol.8, no.3 pp.261-281.
태원성, Park, Nam Su "A Qualitative Case Study about Preparation and Implementation of Individualized Education Plan on Elementary Schools Special Class" Journal of Special Education: Theory and Practice 8.3 pp.261-281 (2007) : 261.
태원성, Park, Nam Su. A Qualitative Case Study about Preparation and Implementation of Individualized Education Plan on Elementary Schools Special Class. 2007; 8(3), 261-281.
태원성 and Park, Nam Su. "A Qualitative Case Study about Preparation and Implementation of Individualized Education Plan on Elementary Schools Special Class" Journal of Special Education: Theory and Practice 8, no.3 (2007) : 261-281.
태원성; Park, Nam Su. A Qualitative Case Study about Preparation and Implementation of Individualized Education Plan on Elementary Schools Special Class. Journal of Special Education: Theory and Practice, 8(3), 261-281.
태원성; Park, Nam Su. A Qualitative Case Study about Preparation and Implementation of Individualized Education Plan on Elementary Schools Special Class. Journal of Special Education: Theory and Practice. 2007; 8(3) 261-281.
태원성, Park, Nam Su. A Qualitative Case Study about Preparation and Implementation of Individualized Education Plan on Elementary Schools Special Class. 2007; 8(3), 261-281.
태원성 and Park, Nam Su. "A Qualitative Case Study about Preparation and Implementation of Individualized Education Plan on Elementary Schools Special Class" Journal of Special Education: Theory and Practice 8, no.3 (2007) : 261-281.
