Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96
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pISSN : 1598-060X / eISSN : 2734-0090
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Examining a Special Education Teacher Learning Cohort's Experiences and Suggestions on Improving Individualized Educational Plans using Standards-based curriculum for Students with Severe and/or Multiple Disabilities
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2016, 17(3), pp.115-142
- DOI : 10.19049.JSPED.2016.17.3.05
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
PARK, KYOUNG-OCK 1, Seonjin Seo 2
1대구대학교
2건양대학교
Accredited
ABSTRACT
This study was designed to investigate a special education teacher learning cohort's experiences and suggestions on improving individualized educational plans(IEPs) using standards-based curriculum for students with severe and/or multiple disabilities. The study participant was a group of 6 teachers who served students with severe and multiple disabilities in a special school, whose group pursued quality IEPs for their students. The data were collected by three times of focus group interviews using semi-structured interview questions. The results of this study were as follows: First, IEPs for students with severe and/or multiple disabilities were developed and implemented in many different ways depending on subjects, school levels or teachers. Second, there were inner and outer conflict in teachers due to the difference between student needs and how curriculum was operated. Third, special education teachers reported low self-efficacy to develop IEPs for those with severe and/or multiple disabilities. Fourth, IEPs had a weak implementation system on its own. Last, teachers mentioned multiple suggestions for strengthening the connection between standards-based curriculum and IEPs for their students with severe and/or multiple disabilities. Based on the results of the study, its implications and suggestions for future research were provided.
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