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Ability and Roles of Special Education Assistants Perceived by Physically Disabled Students

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2007, 8(4), pp.499-518
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

KIM IL MYEONG 1,  Cho, hongjoong 2

1광주여자대학교
2전남대학교

Accredited

ABSTRACT

Physical disabilities mean mobility disabilities. Mobility disabled people refer to ones who cannot move safely and efficiently without stress. In this sense, physically disabled students are mobility disabled people who need many helps during their school life. The purpose of this study is to examine the ability and roles of special education assistants perceived by physically disabled students under the situation of service expansion in the special education and welfare fields for disabled people including assistants for special education or disabled people's activity. 166 physically disabled students residing in the Jeonnam area participated in this study that explored the ability and role of special education assistants.The following results are obtained. First, the perception by physically disabled students on the role of special education assistants was analyzed. The most important role perceived by students was「assistance in life guidance」(57.2%), followed by「assistance in school lessons」(56.6%), and「assistance in business management」(50.0%). For sex difference, female students perceived these three subareas more importantly than male students.Second, the perception by physically disabled students on the ability of special education assistants was analyzed. The most important ability perceived by students was「knowledge on special education」(59.0%), followed by 「knowledge on therapy education」(55.4%), and「knowledge on general education」(52.4%). For sex difference, female students perceived these three subareas more importantly than male students.Finally, the perception by physically disabled students on the hindrance factors of special education assistants' ability was analyzed. The most important hindrance factor perceived by students was 「student」(52.4%), followed by「teacher」(50.6%), and「system」(50.0%). For sex difference, female students perceived these three subareas more importantly than male students.

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