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@article{ART002421096},
author={HONG, JEONG-SUK and An， Sang-Kwon},
title={Historical changes and policy implications in compulsory education, schooling deferment, and the exemption system for special education students},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2018},
volume={19},
number={4},
pages={293-322},
doi={10.19049/JSPED.2018.19.4.13}

TY - JOUR
AU - HONG, JEONG-SUK
AU - An， Sang-Kwon
TI - Historical changes and policy implications in compulsory education, schooling deferment, and the exemption system for special education students
JO - Journal of Special Education: Theory and Practice
PY - 2018
VL - 19
IS - 4
PB - Research Institute of the Korea Special Education
SP - 293
EP - 322
SN - 1598-060X
AB - This study used the historical method of research to investigate the regulatory changes that took place in mandatory education, including deferments and exemptions, for special education students from 1948 to the present. The objective of the study was to identify the historical implications of these policy changes in education and to develop policy suggestions. To examine the historical aspects of the mandatory education, deferment, and exemption regulations for special education students in Korea in an objective fashion, the study included a partial comparative analysis of the Korean and Japanese laws. The result of the analysis are as follows. First, school enrollment was broadly encouraged for children who did not have disabilities, but many children with disabilities did not receive mandatory education opportunities. Second, the educational opportunities for children with intellectual, severe. or multiple disabilities were extremely limited. Third, opportunities for schooling deferment and exemption were misused, and these became convenient and legal ways to avoid providing mandatory education for children who were eligible for special education. Fourth, although the kindergarten and high school courses for special education students were included as compulsory education by enactment of the special education law for individuals with disabilities and other challenges, compulsory education at the kindergarten level was not being implemented properly. Based on the results of this study, the following policy implications have been suggested. First, greater efforts are needed to reduce the discrepancy between the regulations for mandatory education and their implementation for special education students. The most urgent task is to implement the regulation for compulsory education for kindergarten. Second, compulsory education for special education students must go beyond the stage of guaranteeing opportunities for schooling and ensure that the right to appropriate education is upheld. Third, decision about schooling deferment should be considered carefully, based on objective criteria and procedures, and once they are made, proper follow-up support should be given. Fourth, the right to education among people with disabilities who have not been guaranteed school enrollment must be assured.
KW - Children with disabilities;Students with special needs;Compulsory education;Schooling deferment and exemption;Special education promotion law;Special education law for individuals with disabilities and other challenges;Japan;Historical study.
DO - 10.19049/JSPED.2018.19.4.13
ER -

HONG, JEONG-SUK and An， Sang-Kwon. (2018). Historical changes and policy implications in compulsory education, schooling deferment, and the exemption system for special education students. Journal of Special Education: Theory and Practice, 19(4), 293-322.

HONG, JEONG-SUK and An， Sang-Kwon. 2018, "Historical changes and policy implications in compulsory education, schooling deferment, and the exemption system for special education students", Journal of Special Education: Theory and Practice, vol.19, no.4 pp.293-322. Available from: doi:10.19049/JSPED.2018.19.4.13

HONG, JEONG-SUK, An， Sang-Kwon "Historical changes and policy implications in compulsory education, schooling deferment, and the exemption system for special education students" Journal of Special Education: Theory and Practice 19.4 pp.293-322 (2018) : 293.

HONG, JEONG-SUK, An， Sang-Kwon. Historical changes and policy implications in compulsory education, schooling deferment, and the exemption system for special education students. 2018; 19(4), 293-322. Available from: doi:10.19049/JSPED.2018.19.4.13

HONG, JEONG-SUK and An， Sang-Kwon. "Historical changes and policy implications in compulsory education, schooling deferment, and the exemption system for special education students" Journal of Special Education: Theory and Practice 19, no.4 (2018) : 293-322.doi: 10.19049/JSPED.2018.19.4.13

HONG, JEONG-SUK; An， Sang-Kwon. Historical changes and policy implications in compulsory education, schooling deferment, and the exemption system for special education students. Journal of Special Education: Theory and Practice, 19(4), 293-322. doi: 10.19049/JSPED.2018.19.4.13

HONG, JEONG-SUK; An， Sang-Kwon. Historical changes and policy implications in compulsory education, schooling deferment, and the exemption system for special education students. Journal of Special Education: Theory and Practice. 2018; 19(4) 293-322. doi: 10.19049/JSPED.2018.19.4.13

HONG, JEONG-SUK, An， Sang-Kwon. Historical changes and policy implications in compulsory education, schooling deferment, and the exemption system for special education students. 2018; 19(4), 293-322. Available from: doi:10.19049/JSPED.2018.19.4.13

HONG, JEONG-SUK and An， Sang-Kwon. "Historical changes and policy implications in compulsory education, schooling deferment, and the exemption system for special education students" Journal of Special Education: Theory and Practice 19, no.4 (2018) : 293-322.doi: 10.19049/JSPED.2018.19.4.13