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The Recognition and Experience of Administrators and Special Education Teachers on Implementation of Free School Year System in Special Education School

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2019, 20(2), pp.1-32
  • DOI : 10.19049/JSPED.2019.20.2.01
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : February 13, 2019
  • Accepted : April 17, 2019
  • Published : June 30, 2019

Jang Soon Yoo 1 Kim, Dae Ryong 1

1나사렛대학교

Accredited

ABSTRACT

The purpose of this study was to investigate about recognitions and experiences of status, effects, difficulties, efforts and needs for support on implementation of free school year system in special education school for administrators and special education teachers. 4 administrators and 10 special education teacher were interviewed in focus group interview method, using semi-structured questionnaires, which were analyzed by field notes and recording and transferring process through constant comparative methods. The results of this study are summarized as follows. First, each school has different conditions in implementation of free school year system in special education school. Second, Difficulties are lack of recognition of teachers about free school year system, lack of topic selection activities programming capacity and curriculum reconstruction. Third, Effects are the reinforcement of cooperation and communication between teachers, providing opportunities of acquiring new teaching method to teachers and providing various new experiences to students. Fourth, There was requests of various support needed. Based on the results of the study, we may discuss about the improvement direction for efficient implementation of free school year system in special education school.

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