@article{ART002059266},
author={김재천 and Park, Yungkeun},
title={The Special Teachers’ Recognition on Practical Task of Assessment for Students with Intellectual Disability},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2015},
volume={16},
number={4},
pages={173-200},
doi={10.19049.JSPED.2015.16.4.08}
TY - JOUR
AU - 김재천
AU - Park, Yungkeun
TI - The Special Teachers’ Recognition on Practical Task of Assessment for Students with Intellectual Disability
JO - Journal of Special Education: Theory and Practice
PY - 2015
VL - 16
IS - 4
PB - Research Institute of the Korea Special Education
SP - 173
EP - 200
SN - 1598-060X
AB - The purpose of this study was to provide basic information about practical task of assessment for students with intellectual disabilities and improve the performance level of assessment for special teachers through analysing teachers’ awareness level on practical task of assessment for intellectual disabilities and teachers’ awareness level depending on teacher variables. For the purpose of this study, the researcher investigated and analysed the perceived level of importance and performance of 272 special teachers from special school, special classes, and central special education support centers for students with intellectual disability. The results of this study are as follows. First, special education teachers' perceived level of importance on practical task of assessment was above ’high’, and the degree of performance was above ‘medium’. It indicates that the perceived level of importance on practical task of assessment for students with intellectual disabilities was higher than the degree of the performance. Second, There are no significant difference in the perceived level of importance among groups divided by teacher variables. Third, teachers awareness level of performance is highest for teachers who have been working more than 20 years and lowest for teachers less than 5 years career.
In the case of assigned institutions, awareness level of performance is highest for special school teachers for students with intellectual disability and is lowest for teachers who work in central special education support center. There are no significant difference in the perceived level of performance level among groups divided by teacher variables such as gender, the years of teaching, assigned institution, possessing licence, the experience of training participation.
KW - assessment;practical task;students with intellectual disabilities;teacher perception
DO - 10.19049.JSPED.2015.16.4.08
ER -
김재천 and Park, Yungkeun. (2015). The Special Teachers’ Recognition on Practical Task of Assessment for Students with Intellectual Disability. Journal of Special Education: Theory and Practice, 16(4), 173-200.
김재천 and Park, Yungkeun. 2015, "The Special Teachers’ Recognition on Practical Task of Assessment for Students with Intellectual Disability", Journal of Special Education: Theory and Practice, vol.16, no.4 pp.173-200. Available from: doi:10.19049.JSPED.2015.16.4.08
김재천, Park, Yungkeun "The Special Teachers’ Recognition on Practical Task of Assessment for Students with Intellectual Disability" Journal of Special Education: Theory and Practice 16.4 pp.173-200 (2015) : 173.
김재천, Park, Yungkeun. The Special Teachers’ Recognition on Practical Task of Assessment for Students with Intellectual Disability. 2015; 16(4), 173-200. Available from: doi:10.19049.JSPED.2015.16.4.08
김재천 and Park, Yungkeun. "The Special Teachers’ Recognition on Practical Task of Assessment for Students with Intellectual Disability" Journal of Special Education: Theory and Practice 16, no.4 (2015) : 173-200.doi: 10.19049.JSPED.2015.16.4.08
김재천; Park, Yungkeun. The Special Teachers’ Recognition on Practical Task of Assessment for Students with Intellectual Disability. Journal of Special Education: Theory and Practice, 16(4), 173-200. doi: 10.19049.JSPED.2015.16.4.08
김재천; Park, Yungkeun. The Special Teachers’ Recognition on Practical Task of Assessment for Students with Intellectual Disability. Journal of Special Education: Theory and Practice. 2015; 16(4) 173-200. doi: 10.19049.JSPED.2015.16.4.08
김재천, Park, Yungkeun. The Special Teachers’ Recognition on Practical Task of Assessment for Students with Intellectual Disability. 2015; 16(4), 173-200. Available from: doi:10.19049.JSPED.2015.16.4.08
김재천 and Park, Yungkeun. "The Special Teachers’ Recognition on Practical Task of Assessment for Students with Intellectual Disability" Journal of Special Education: Theory and Practice 16, no.4 (2015) : 173-200.doi: 10.19049.JSPED.2015.16.4.08
