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@article{ART001942449},
author={Kim Doo-Young and Kim Hoyeon and Hong, jaeyoung},
title={The Status and Need Analysis of Life-long Education among People with Visual Impairments and Other Disabilities},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2014},
volume={15},
number={4},
pages={199-228}

TY - JOUR
AU - Kim Doo-Young
AU - Kim Hoyeon
AU - Hong, jaeyoung
TI - The Status and Need Analysis of Life-long Education among People with Visual Impairments and Other Disabilities
JO - Journal of Special Education: Theory and Practice
PY - 2014
VL - 15
IS - 4
PB - Research Institute of the Korea Special Education
SP - 199
EP - 228
SN - 1598-060X
AB - This study was implemented to investigate the status and their needs on life-long education among people with visual impairments and other disabilities. The actual purpose of this study is to suggest ideas to develop the basics of life-long education for people with visual impairments and other disabilities. For this study, a nationwide survey was conducted with 157 teachers at schools for the blind as well as 158 parents of students and graduates with people with visual impairments and other disabilities. The followings are the results. First, only 24% of students have some kind of experiences related to life-long education which have provided at schools and a couple of social welfare centers. However, almost all parents would want their children to participate any kinds of life-long education programs. Second, the highest program of their interests was the vocationally related program. Third, they mostly prefer the duration of programs: 3-6months, the weekly number of times: 3, and the hours of programs: 3. Last, participants realize that problems that must be solved as soon as possible are to develop proper programs for people with visual impairments and other disabilities, to spread out those programs as well as to activate the teacher training programs of life-long education for people with disabilities. Based on those results, the suggestions were presented finally.
KW - Life-long Education;Need Analysis;Visual Impairments and Other Disabilities
DO -
UR -
ER -

Kim Doo-Young, Kim Hoyeon and Hong, jaeyoung. (2014). The Status and Need Analysis of Life-long Education among People with Visual Impairments and Other Disabilities. Journal of Special Education: Theory and Practice, 15(4), 199-228.

Kim Doo-Young, Kim Hoyeon and Hong, jaeyoung. 2014, "The Status and Need Analysis of Life-long Education among People with Visual Impairments and Other Disabilities", Journal of Special Education: Theory and Practice, vol.15, no.4 pp.199-228.

Kim Doo-Young, Kim Hoyeon, Hong, jaeyoung "The Status and Need Analysis of Life-long Education among People with Visual Impairments and Other Disabilities" Journal of Special Education: Theory and Practice 15.4 pp.199-228 (2014) : 199.

Kim Doo-Young, Kim Hoyeon, Hong, jaeyoung. The Status and Need Analysis of Life-long Education among People with Visual Impairments and Other Disabilities. 2014; 15(4), 199-228.

Kim Doo-Young, Kim Hoyeon and Hong, jaeyoung. "The Status and Need Analysis of Life-long Education among People with Visual Impairments and Other Disabilities" Journal of Special Education: Theory and Practice 15, no.4 (2014) : 199-228.

Kim Doo-Young; Kim Hoyeon; Hong, jaeyoung. The Status and Need Analysis of Life-long Education among People with Visual Impairments and Other Disabilities. Journal of Special Education: Theory and Practice, 15(4), 199-228.

Kim Doo-Young; Kim Hoyeon; Hong, jaeyoung. The Status and Need Analysis of Life-long Education among People with Visual Impairments and Other Disabilities. Journal of Special Education: Theory and Practice. 2014; 15(4) 199-228.

Kim Doo-Young, Kim Hoyeon, Hong, jaeyoung. The Status and Need Analysis of Life-long Education among People with Visual Impairments and Other Disabilities. 2014; 15(4), 199-228.

Kim Doo-Young, Kim Hoyeon and Hong, jaeyoung. "The Status and Need Analysis of Life-long Education among People with Visual Impairments and Other Disabilities" Journal of Special Education: Theory and Practice 15, no.4 (2014) : 199-228.