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Special Education Teachers’ Experiences and Support Needs Regarding Positive Behavior Interventions and Supports (PBIS) in Special Schools: A Focus Group Interview (FGI)

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2021, 22(4), pp.69-98
  • DOI : 10.19049/JSPED.2021.22.4.04
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : November 4, 2021
  • Accepted : November 30, 2021
  • Published : December 31, 2021

Youngmo Kang 1 Son Seung Hyun 1 Kwangjo Jung 2

1고려대학교
2성균관대학교

Accredited

ABSTRACT

[Purpose] This study investigated the experiences and support needs of special education teachers regarding positive behavior interventions and supports (PBIS) in special schools. [Method] The participants were nine special education teachers working at a special school in Seoul. A focus group interview (FGI) was conducted with these participants. The FGI was carried out for approximately two hours on Zoom, recorded, and transcribed. The data were analyzed using thematic analysis, a qualitative research method. [Results] Four domains, “Teacher competency,” “Parental cooperation,” “School system,” and “Policy and institution,” as well as nine categories and 22 meaning units were derived through thematic analysis. The detailed contents were described, focusing on the difficulties experienced by special education teachers and the support requests they have made due to unexpected situations. [Conclusion] School-wide PBIS could be implemented faithfully and meaningfully with the teachers’ receptive attitude, parental cooperation, collaboration among school administrators, and a supportive system.

Citation status

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