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Analysis of the Ordinance of Local Autonomous Entities on Lifelong Education for People with Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2018, 19(2), pp.1-24
  • DOI : 10.19049/JSPED.2018.19.2.01
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : February 7, 2018
  • Accepted : April 3, 2018
  • Published : June 30, 2018

Myeong, So-Yeon 1 Kyoung Gun Han 1 ChulSeung Jang 1

1단국대학교

Accredited

ABSTRACT

The purpose of this study is to analyze the content of each Korean municipality's ordinance on lifelong education for disabled persons through the analysis of it and to propose directions for establishing lifelong education promotion system for the disabled based on the analysis. To this end, 12 local governments' lifelong education ordinances were selected for the analysis and the contents of those ordinances were analyzed according to the essential elements of the promotion system. The result shows that the structure of the lifelong education promotion system of each municipality is as follows: Above all, the heads of local governments are in charge of promoting the lifelong education program for the disabled. And specifically in Gyeonggi-do and Gwangju metropolitan city, councils such as 'Lifelong Education Support Committee for Disabled Persons' are formed as consultation, coordination, and advisory bodies for planning and decision-making for overall lifelong education. And, in 11 cities, provinces and municipalities which have enacted such ordinances, lifelong education facilities such as lifelong education centers and learning centers for the disabled are installed. Lastly in Sacheon City and Gunsan City, decision-making mechanisms such as the 'Steering Committee' are established as consultation, coordination, and advisory bodies for dealing with the issues related to the operation of lifelong education facilities for persons with disabilities. Based on these results, the directions of lifelong education for the disabled were discussed. First, the roles of general administration and educational administration should be mutually strengthened. Second, the composition of the city / provincial education council should be structured so as to ensure the representativeness and professionalism of the main players of lifelong education for the disabled in the community. Third, the regulations on the functions, organization and staffing of the facilities for lifelong education for the disabled should be specified. Fourth, it is necessary to establish related councils for the smooth operation of lifelong education facilities for the disabled. Fifth, the budget and support for lifelong education for the disabled should be specified.

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