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Level of Importance, Performance and Improvement Methods in Diagnosis/Evaluation and Selection of Students who Need Special Education by Teachers of Special Education Support Centers in Gyeongsangnam-do

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2022, 23(4), pp.189-210
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : November 10, 2022
  • Accepted : December 10, 2022
  • Published : December 31, 2022

Kim, Yoseob 1

1가야대학교

Accredited

ABSTRACT

[Purpose] This study aimed to investigate the level of importance and performance, difficulties in performance, and to suggest methods for improvement in diagnosis/evaluation and selection of students who need special education by teachers of Special Education Support Centers. [Method] Eighty-two special education teachers of 18 Special Education Support Centers in Gyeongsangnam-do participated in this study. A survey was used to collect data. [Results] The main results were as follows. First, while the level of importance was over‘high’in 30 items related to diagnosis/evaluation and selection, the level of performance was over‘average’, and in comparison between the level of importance and performance, the latter was significantly lower than the former in 27 items. Second, major problems or difficulties in order were lack of workforce and heavy workload, lack of guidelines for selecting students who need special education, and lack of professionalism or experience of teachers in charge of diagnosis/evaluation. Third, concerning major methods for improvement, teachers suggested placement of sufficient workforce or experts in charge of diagnosis/evaluation, strengthening of education/training to increase teachers’competence for diagnosis/evaluation, and supplementation of guidelines or manuals to select students who need special education. [Conclusion] Summary and discussions for improvement directions on the role of diagnosis/evaluation and selection in Special Education Support Centers on the bases of results were presented.

Citation status

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