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A Debate on the Scholastic Identity of Special Education in Korea

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2008, 9(1), pp.303-323
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Byung-Ha Kim 1

1대구대학교

Accredited

ABSTRACT

Korean special education has relatively short history as an established study comparing with the other discipline in social science. Further, Korean special education greatly depends on theory and discourse of the developed countries such as the United States. Therefore, the identity of 'theory of Korean special education' is extremely ambiguous at present although have been remarkable studies for establishing historic identity of Korean special education for a few decades.For that reason, the purpose of this study is to discuss about the scholastic identity of special education in Korea. Specifically, three issues related to scholastic identity of special education were mainly addressed: a) identity of social science as a meta-theory, b) reality of Korean special education, and c) essential efforts for establishing Korean discourses on special education.This study tries to stimulate a variety of studies on the basis of history and reality of Korea as an essential effort of establishing theory and discourse of special education. Moreover, this study suggests that we need to play a leading role of making distinctive scholastic network and discourses about Asian special education which can be competitively comparing with European or American based scholastic discourses.

Citation status

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