• Journal of the Korea Convergence Society
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• v.7 no.6
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• pp.297-305
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• 2016

The purpose of this study was to suggest the operational problems and improvement methods of the teacher aide system in Korean special education. To suggest the operational problems and improvement methods of the teacher aide system in special education, annual statistics for special education, annual reports for special education, annual operational plans for special education, and the Act on Special Education for the Disabled Persons, etc. were analyzed. The operational problems of the teacher aide system in special education included (1) the uncertainty of special education teacher aide's role, (2) the lack of cooperation between teachers and special education teacher aides, and (3) the lack of a specific guideline for the management of special education teacher aides. The improvement methods included (1) the legislation of special education teacher aide's role, (2) a training system to improve special education teacher aide's professionalism, and (3) the development of a specific guideline to use and manage special education teacher aides.

• Journal of the Korea Convergence Society
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• v.10 no.6
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• pp.113-120
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• 2019

The purpose of this study was to compare and analyze special teachers' perception on virtual reality based intervention program.(VRIP) for students with disabilities. The survey participants consisted of 364 special teachers who were working in special class or special school. Questionnaires with unfaithful responses were excluded, and a total of 324 questionnaires were analyzed. Data analysis was carried out through independent t-test and ANOVA. According to the results of study, Male special teachers' acceptance intention towards VRIP were higher than female special teachers. Special teachers with educational career within 10 years had more positive awareness than special teachers with educational career above 15 years. Special teachers in middle and high school teachers were higher than special teachers in kindergarten. In the aspects on another factors, special teachers with educational career within 10 years more positive awareness than special teachers with educational career above 15 years. Special teachers in middle and high school teachers were higher than special teachers in kindergarten.

• The Korean Journal of Health Service Management
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• v.9 no.1
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• pp.1-16
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• 2015

This study intended to measures for high performance and for identifying competitive advantages by examining the relation between the competence and performance of the first special hospitals for which the law has now been in effect for 3 years. Furthermore, the members of special hospitals were also surveyed on measures to improve the special hospital system in order to activate it. A total of 80 special hospitals participated in this study, and 171 people responded to a survey on the special hospital system. According to the results of the multiple regression analysis the relation between the competence and performance after establishing a hypothesis that special hospital competence would have an effect on organizational performance, member competence and hospital business management competence significantly had a positive (+) effect on internal performance, and marketing management competence significantly had a positive (+) effect on external performance, which partially supported this research hypothesis. Moreover, according to the results of survey on the special hospital system, the policy thought to be the most important by special hospitals was reasonable fee system reform, followed by granting incentives.

• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.3
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• pp.17-25
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• 2018

In this research, we analyze the factors considered by parents of subjects of special education when selecting special educational institutions for children, and present proposals for improving the placement plan of special subjects, The results are as follows. First, for special education subjects, a considerable number of kindergarten processes are required for compulsory education, and special education subjects are selected for elementary school entrance. Second, the factors of choosing the special educational institution of parents of special education subjects are the expertise of the teacher and the operation of the curriculum, the type and extent of child disability, the distance to school and the way of commuting, educational facilities, Treatment room etc). Thirdly, it was found that parents' choices are the largest among schools in the school area, as to how special education institutions of special education subjects are arranged. For proper placement planning, it is necessary to accurately grasp the number of subjects for special education, so the selection time of the subjects of special education shall be the process of kindergarten at the latest, the disparity of special education institutions and the disparity of educational facilities It is necessary to set school books to solve it.

• Journal of the Korean Institute of Educational Facilities
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• v.21 no.2
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• pp.3-12
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• 2014

Elementary School is a special facility where sense of place plays critical role for the development of children. Children in special education call for special attention as they hold inferior status compared to the children in regular class especially under the inclusive education policy. Eight cases of special education class area are analyzed in terms of social space, personal space and favorite place which is known to be basic factor for the development. As a result outdoor space found to be designed inappropriate even when designed accessible to the special education class as it could not meet the developmental needs of children in special education. Special education class area inside the building is also found to be too exclusive to allow social mix with children in regular class disregarding the intention of inclusive education. Location of these class should be strategic as it is critical to be linked with regular classroom efficiently still allowing psychological buffer as the children in special education tend to form restorative space inside the special education classroom showing the possibility of creating sense of place there.

• Journal of the Korean Institute of Educational Facilities
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• v.28 no.5
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• pp.3-8
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• 2021

The purpose of this study was exploring perceptions of people in community towards community use and multiple-use of special school facilities and providing implications for connecting school to the communities. Survey was conducted to special education teachers, parents of children receiving special education, and local residents. Total 5,702 people participated in this study and general finds were as following: (1) All 3 groups of study participants reported that there was a generally positive perception of special schools within the community, however, at the same time, almost quarter of parents having children with disabilities reported negative perceptions of special schools in the community; (2) among the special school facilities, sports facilities appeared to be the most open to the community and difficulties related to the community-open of school facilities included facility management and safety issues, and inteference with students' school activities; (3) facilities suitable for the multi-use of special schools facilities included sports facilities, cultural and creative spaces, and commercial areas, and those facilities could be open to community during non-class hours such as after-school, weekends, and vacations. Based on the results from survey, implications for planning, designing, and implementing multi-use facilities of special schools were provided.

• Korean Security Journal
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• no.57
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• pp.177-203
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• 2018

Police Assigned to Special Guard Act was legislated in 1962 to solve issues regarding the protection of various staple industrial installations, and in 2001, the Security Services Industry Act was revised to establish an effective security system for important national facilities. Thereby the Special Guards System was instituted. The current law has two parts, with the Police Assigned to Special Guard System and Special Guards System, and many scholars have actively discussed the appropriateness of the integration of both systems to solve problems caused by a bimodal system. However, in spite of these discussions taking place in the academic world, the idea of unification lost its power when the guarantee of status regulation was established for the police assigned to special guard. Strictly speaking, police assigned to special guard is a self-guard, and a special guard is a contractual guard. So, both of them have pros and cons. Thus, it would be desirable to give a legal, constitutional guarantee for both systems by strengthening each of them and making up for the weakness of each of them rather than trying to unify police assigned to special guard and special guard. To begin this process, we need to revise unreasonable legal provisions of Security Services Industry Act and Police Assigned to Special Guard Act as below. First, since the actual responsibilities of special guards and police assigned to special guard duty are the same, we need to make the facilities which they use equal. Second, legal provisions need to be revised so that a special guard may perform the duties of a police officer, according to the Act on the Performance of Duties by Police Officers, within the facility that needs to be secured in order to prevent any vacancy in the guarding of an important national facility. Third, disqualifications for the special guards need to be revised to be the same as the disqualifications for the police assigned to special guard duty. Fourth, it is reasonable to unify the training institution for special guards and for police assigned to special guard duty, and it should be the training institution for police. On-the-job education for a security guard needs to be altered to more than 4 hours every month just like the one for police assigned to special guard duty. Fifth, for a special guard, it is not right to limit the conditions in their using weapons to 'use of weapon or explosives' only. If one possesses 'dangerous objects such as weapon, deadly weapon, and so on' and resists, a special guard should be able to use their weapon against that person. Thus, this legal provision should be revised. Sixth, penalty, range of fines, and so on for police assigned to special guard duty need to be revised to be the same as the ones for a special guard. If we revise these legal provisions, we can correct the unreasonable parts of Security Services Industry Act and Police Assigned to Special Guard Act without unifying them. Through these revisions, special guards and police assigned to special guard duty may develop the civilian guard industry wholesomely under the law, and the civilians would have a wider range of options to choose from to receive high quality security service.

• Journal of Community Nutrition
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• v.1 no.2
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• pp.75-80
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• 1999

Special nutritional foods are one category of processed foods. In this category, 5 different food standards are defined in the current rule of the Korean Food Code ; that is, infant formulae, complementary foods for infants and young children, foods nutrient supplementation, processed dietary fiber-based foods, and foods for special dietary uses. The major differences between the special dietary uses. The major difference between the special nutritional foods and the other processed foods is that the special nutritional foods are characterized by their dietary uses for specific population groups rather than food ingredients or manufacturing and processing techniques which characterize and distinguish most of other processed foods. Although several countries establish similar standards for this type of foods, they use different legal names such as foods for special dietary uses(U.S.A., CODEX, Japan), foodstuffs intended for particular nutritional uses(EC), or special purpose foods(Australia). In addition, there are some other differences in the definitions for these food types and categorization of food types among countries. The major difference in the definitions is the description of 'special dietary uses' by specifying certain population groups whose nutrient requirements are different from those of ordinary men due to physiological or physical conditions and therefore may not be sufficiently met by consuming ordinary foods. The categorization of this type of foods is based on the type of dietary uses in the other countries, whereas we include foods simply supplemented with nutrients or foods having certain components such as dietary fibers even if these foods types do not have special dietary sues. Recently, a revision of standards for special nutritional food has been proposed. However, the description of 'special dietary uses' is not clearly indicated in the definition, and some food types which should not be categorized into the special nutritional foods still remain in this category. In order to correct these problems, the standard of food labeling in the Food Safety Law needs to be revised along with revision of food standards in the Food Code.

• 재활복지
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• v.22 no.4
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• pp.153-172
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• 2018

This study is to examine the awareness of the 4th industrial revolution among special educational teachers as a preliminary study to explore the future special educational should continue forward in this new period. For the purposes of this study, a survey was conducted focusing on 117 special educational teachers in Korea. The major results were presented as follow. special educational teachers recognized that "the 4th industrial revolution" will have a positive effects on the special education, However, the level of understanding and interest in this was low. Moreover, Special teachers learned about 4th Industrial Revolution mainly through TV and media, recognized the needs for expert education on the fourth industrial revolution. Special teachers recognized that the Fourth Industrial Revolution was necessary for special education but was not realistically prepared. Special teachers said that programs for special education should be developed and distributed based on the 4th Industrial Revolution. In conclusion, The study is meaningful in understanding the Fourth Industrial Revolution from the perspective of special teachers and in providing basic evidence to support special education.

• Journal of Ginseng Research
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• v.17 no.1
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• pp.77-97
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• 1993