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Staffs’Difficulties and Requirements on Operating Characterized Special Education Support Center for the Hearing impaired

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2019, 20(3), pp.133-155
  • DOI : 10.19049/JSPED.2019.20.3.08
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : August 12, 2019
  • Accepted : September 16, 2019
  • Published : September 30, 2019

Jeong, Eun Ji 1,  Sangbae CHOI 2

1청주산남초등학교
2공주대학교

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ABSTRACT

[Purpose] This study intends to identify the staffs’ difficulties and requirements on operating the Characterized Special Education Support Center for the Hearing Impaired. [Method] For this purpose, interviews were conducted with a predecessor and 7 staffs who are working at the 6 ones among 16 the Characterized Special Education Support Center for the Hearing Impaired nationwide. [Results] The difficulties of staff at the Characterized Special Education Support Center for the Hearing Impaired were firstly ‘difficulties in working environment’, which were lack of expertise in the education of hearing-impaired students, various and heavy workloads, and communication difficulties. Second, ‘difficulties in assistive technology devices and related service supports’resulted in difficulties due to lack of budget, limited support environment, and lack of user's understandings. Third, ‘difficulties in adaptation to school and operation of learning support program’were due to lack of administrator’s understanding and difficulty. Next, requirement of staff at the Characterized Special Education Support Center for the Hearing Impaired were firstly ‘experts placement and professional improvement’, which required the placement of teachers with education experience of hearing impairments, sign language interpreters and educational audiologists, connection with the external professional institutions, and the extension of training of staff and special teachers. Second, ‘administrative and financial supports’ required the system improvement for the placement of task operation team and itinerant teachers. Third, ‘improvement of awareness and communication’was an open attitude of teachers towards assistive technology devices, educations on hearing impairments, the student's identity development, and improving the parent's awareness, exchange of opinions and preparation of a place for communication, and improvement of PR and delivery system. [Conclusion] The results of this study present that the Characterized Special Education Support Center for the Hearing Impaired have various operation difficulties and requirment for improvement, and this results could be used as basic data for the operation of Characterized Special Education Support Center for the Hearing Impaired in Korea.

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