@article{ART001884752},
author={Kim Doo-Young and Park， Won-hui},
title={Night Schools for People with Disabilities : The Current Status & Future Direction},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2014},
volume={15},
number={2},
pages={311-339}
TY - JOUR
AU - Kim Doo-Young
AU - Park， Won-hui
TI - Night Schools for People with Disabilities : The Current Status & Future Direction
JO - Journal of Special Education: Theory and Practice
PY - 2014
VL - 15
IS - 2
PB - Research Institute of the Korea Special Education
SP - 311
EP - 339
SN - 1598-060X
AB - This study was implemented to analyze the status of night schools forpeople with disabilities as well as to make suggestions on developmentalplans for the night schools. 20(55.6%) night schools were participated forthe current survey out of 36. Furthermore, to gather opinions regardingproblems and development plans about management of night school forpeople with disabilities and analysis about the contents of question, interviewinvestigation of teachers in present night school for people with disabilitieswas combined. The results showed that the mean of the number of classes(most of them are related to foundation of literacy and general educationaldevelopment testing program) they have was 4.25. And the mean of thenumber of registered students for those programs was 27.2. The age andeducational degree of people who registered for the programs at night schoolswere various but most of them are included the group of high in age andlow in educational degree. To analyze teacher’s background, the group ofthe age in ‘40 through 49’, and the group of ‘1 through 3’ years of teachingexperiences was the highest. Unfortunately, only 30 percent of teachers areproperly certified for teaching jobs. Most of them do not have in-servicetraining programs for the first year teachers. In spite of this, teachers whohave undergone understanding about disability and professional educationalprocedures for teacher were identified compared to other general nightschool which is seriously deficient teacher’s expertise, and teachers innight school were shown to put continuous endeavor to improve the qualityof the lesson as well. Finally, based on the results of the current study, developmental plans for the night schools were suggested and limitations ofthe current study were noted.
KW - night schools;night schools for people with disabilities;lifelong education;life-long education for people with disabilities
DO -
UR -
ER -
Kim Doo-Young and Park， Won-hui. (2014). Night Schools for People with Disabilities : The Current Status & Future Direction. Journal of Special Education: Theory and Practice, 15(2), 311-339.
Kim Doo-Young and Park， Won-hui. 2014, "Night Schools for People with Disabilities : The Current Status & Future Direction", Journal of Special Education: Theory and Practice, vol.15, no.2 pp.311-339.
Kim Doo-Young, Park， Won-hui "Night Schools for People with Disabilities : The Current Status & Future Direction" Journal of Special Education: Theory and Practice 15.2 pp.311-339 (2014) : 311.
Kim Doo-Young, Park， Won-hui. Night Schools for People with Disabilities : The Current Status & Future Direction. 2014; 15(2), 311-339.
Kim Doo-Young and Park， Won-hui. "Night Schools for People with Disabilities : The Current Status & Future Direction" Journal of Special Education: Theory and Practice 15, no.2 (2014) : 311-339.
Kim Doo-Young; Park， Won-hui. Night Schools for People with Disabilities : The Current Status & Future Direction. Journal of Special Education: Theory and Practice, 15(2), 311-339.
Kim Doo-Young; Park， Won-hui. Night Schools for People with Disabilities : The Current Status & Future Direction. Journal of Special Education: Theory and Practice. 2014; 15(2) 311-339.
Kim Doo-Young, Park， Won-hui. Night Schools for People with Disabilities : The Current Status & Future Direction. 2014; 15(2), 311-339.
Kim Doo-Young and Park， Won-hui. "Night Schools for People with Disabilities : The Current Status & Future Direction" Journal of Special Education: Theory and Practice 15, no.2 (2014) : 311-339.
