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Exploring the Development and Implementation of a Restructuring Model for Special Education Schools

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2021, 22(2), pp.75-103
  • DOI : 10.19049/JSPED.2021.22.2.04
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : May 11, 2021
  • Accepted : June 8, 2021
  • Published : June 30, 2021

Kyoung Gun Han 1 Park Youn-jung 2 Lee Yun Woo 3

1단국대학교
2한국교원대학교
3한국복지대학교(폐교)

Accredited

ABSTRACT

[Purpose] This study aimed to develope a restructuring framework for the special education school system in Gangwon-do based on the specific needs and conditions of the region. Restructuring implementation plans were also explored. [Method] A survey of teachers and parents were conducted, and local special education professions were interviewed in-depth to refine the relevant issues, needs, and potential directions. A model was developed as a framework for the overall school system restructuring, and the model was reviewed through consultation with seven experts. [Results] First, the necessity of curriculum in consideration of improvements in the school's physical environments and of student's needs and conditions was recognized. It was also emphasized that changes to the operating system should be appropriate to the characteristics of each school and to the main focus, roles, and functions of education. Second, the model addressed three areas: curriculum, decision-making, and physical environment for restructuring. The model’s features included customized curriculum for students, specialization of special education schools’ operating system, establishment of education clusters within the community, and establishment of barrier-free environments and learner-centered spaces. Action plans for applying this model to two special schools in Chuncheon were presented. [Conclusion] Focusing on the meaning of the model, the innovative change of the special school system, the generalization of the model, and reinforcement of the delivery and support system for special education were discussed.

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