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Survey on the Practice and Perception of Elementary School Special Education Teachers on Community-Based Instruction

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2009, 10(4), pp.149-178
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

조수현 1 Kim, Eun-Kyung 1

1단국대학교

Accredited

ABSTRACT

The purpose of this study was to investigate the practice and perception of elementary special education on community-based instruction. Through the extensive literature review, a researcher is developed for investigating the practice and perception on community-based instruction. The ninety-nine elementary special school teachers and the seventy-eight elementary special class teachers participated in this study. Frequency Analysis and Chi-Square Test are used to get the difference of each teacher group for the practice on community-based instruction. M(Mean), SD(Standard Deviation) and T-test are used to get the difference of each teacher group for the perception on community-based instruction. The results of this study indicated as follows, First, on the realities on community-based instruction, there was not the significant difference between elementary special school teachers and elementary special class teachers for document constituent, consideration on devising plan of community-based instruction, the number of community-based visit, interesting and attention of students. But there was the significant difference between elementary special school teachers and elementary special class teachers for other parts. Second, on the perception on community-based instruction, there is not the significant difference between elementary special school teachers and elementary special class teachers for understanding the concept of community-based instruction - to instruct students on variable and natural community -based environment - and for all constituent of community-based instruction development and action. But there was the significant difference between elementary special school teachers and elementary special class teachers for the realizable possibility.

Citation status

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