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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Realities and Support Needs on IEP Practices of Special Education Teachers
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2018, 19(3), pp.115-140
- DOI : 10.19049/JSPED.2018.19.3.05
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
- Received : August 9, 2018
- Accepted : September 18, 2018
- Published : September 30, 2018
Park Youn-jung 1, Seo Hyo Jeong 2
1단국대학교
2공주대학교
Accredited
ABSTRACT
The purpose of this study was to explore special education teachers' experiences regarding IEP practices and their support needs, focusing special educators as the main subjects in developing and implementing IEPs. A total of 8 special education teachers from Seoul and Gyunggi province areas participated in elementary and secondary school levels of focus group interviews (FGIs). After confirming the reliability of interview transcripts, researchers conducted content analyses using the constant comparative method. As a result for the qualitative analyses, the following five themes emerged: (a) the minimum compliance with legal proceedings on IEP practices, (b) lack of professional expertise in IEP practices, (c) support needs on improving school structures and educational system, (d) support needs on strengthening pre-service and in-service teacher preparation programs, and (e) support needs on establishing systems and manuals. Based on these findings, practical implications and suggestions for future studies were discussed in terms of improving the systematic support system and accountability of teacher education institutions for pre- and in-service teachers.
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