• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.267-277
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• 2018

Objective: The purpose of the study was to examine public kindergarten teachers' concept knowledge on inclusion education and to compare concept knowledge by teacher types (general teachers with experience of inclusion, general teachers without experience of inclusion, and special teachers). Methods: The subjects, sixty early childhood teachers in public kindergarten, were asked to draw concept maps illustrating their understanding of inclusion education for young children. The collected concept maps were analyzed using the methods utilized by Novak and Gowin (1984) as well as You and Kim (2018). Results: The results were as follows. First, 209 superordinate concepts were shown, and they were categorized into 13 representative superordinate concepts. Second, 1,585 subordinate concepts were shown. Among them, partial inclusion, complete inclusion, and teacher cooperation were frequently used. Third, contents of concept knowledge on inclusion education varied by teacher types. Conclusion/Implications: Discussions were included to support and enhance early childhood teachers' content knowledge on inclusion education for young children with special needs.

• Journal of the International Relations & Interdisciplinary Education
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• v.1 no.2
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• pp.48-67
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• 2021

This study investigated the perception of special teachers regarding the establishment of an evaluation system in the textbook use stage to manage the quality of textbooks developed as government-run books, and proposed a plan to establish a textbook evaluation system based on the results. For research, the quality management system was examined as a development stage and a use stage. And then, the necessity of a use stage evaluation system was raised as a quality management system for the use stage. Next, in order to find a way to establish an evaluation system in the use stage, the survey responses of 159 special teachers nationwide were analyzed. As a result of the analysis, the average satisfaction with textbooks of special teachers using basic curriculum textbooks was 3.3 points, and the perception that textbook evaluation at the stage of use was 4.02 was higher than the satisfaction. In the method of establishing a use-stage evaluation system, teachers (98.7%), independent platform construction (62.2%), regular evaluation (49.4%), and questions (50.6%) mixed with scale questions and open questions were preferred. In addition, the evaluation results were "disclosed only to those certified as users (55.1%), and the timing of reflecting the evaluation results was "when developing the next textbook" (41.0%). Based on the research results, it was suggested to establish an independent evaluation platform to establish a system for evaluating the use of basic curriculum textbooks, but to identify "textbook usability" so that all textbook users can evaluate it without burden and to review the revision of evaluation results through the Quality Management Committee organization. In addition, it was proposed to operate an integrated development-use-evaluation platform by allowing the evaluation platform to be equipped with textbooks already developed and various contents produced by teachers who are users.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.87-96
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• 2018

In this study, the trend of research and practice of science education for students with special educational needs was discussed in consideration of the aim of science education. Since the 1980s 'science for all' has been suggested as an important goal of science education and it has been pursued in the National Curriculum of Korea with differentiated teaching and learning approach. The meaning of 'science for all' should be expanded to science education for all students including minorities. However, comparing to 'normal' students, there have been relatively little researches and practices for those who need special educational supports as to meet their special talents or as to meet their special mental or physical challenges. Especially, the efforts for handicapped students or students with special educational needs (SEN) have been deficient in comparison to that of talented or gifted students. In this study the authors introduced the history and procedures of a 'Science Fair of Hope' with SEN students as an example of practice of science education for all, and then described the change among pre-service science teachers' attitudes towards disability and inclusive education, so as to discuss the practice and significance of science education for all students including SEN students.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.33-39
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• 2023

Although COVID-19 has transitioned to a level 4 infectious disease in 2023 and has entered a stable trend, in special education settings, the importance of supporting the academic and social development gaps of students with disabilities caused by non-face-to-face learning situations such as remote classes during the COVID-19 period is emerging. there is. Accordingly, in this study, in order to identify and support the educational status and academic deficits of students with disabilities after COVID-19, we conducted a survey targeting 2,214 special education teachers in 17 cities and analyzed the results. As a result of the study, due to COVID-19, the developmental delay and educational gap in students with disabilities in terms of academics, emotions, and behavior deepened, and there was a high demand for manpower support, psychological counseling, and medical support for emotional behavior as a way to support this. Based on the results of this study, follow-up results were proposed.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.681-701
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• 2010

This study examined the perception of gifted teachers toward 'conception of creativity personality education,' 'methodology of creativity personality education,' and 'support of creativity personality education' in the future gifted education. As a result, gifted teachers conceptualized creativity personality education as education to foster creative social capitals(social + moral leaders), which showed movement from gifted education focused on cognitive development into future-developmental orientation. Gifted teachers mentioned education to foster social sensitivity, creativity, and leadership as methodology of creativity personality education. More specifically, they recommended inductive curriculum in learning and teaching in order to encourage domain-specific giftedness. As pointing not to separate creativity personality education for gifted from a formal education but to deploy with conjunction with it, gifted teachers mentioned the social recognition for creativity personality education and the development of teacher's professionalism and educational programs.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.771-791
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• 2013

What are the identification criteria elementary school teachers prefer? What are the characteristics of students that teachers consider when nominating them to gifted programs? Will those criteria of identification/nomination differ as to teacher experiences related to gifted education or teacher involvement in the professional development? This study aims to find the answer to these questions. For this purpose, a total of 511 elementary school teachers with a varying degree of experiences with gifted education were recruited from 23 schools in 11 school districts in Seoul. The results show that teachers generally preferred task commitment, creativity, curiosity, and domain specific talents as criteria for identifying gifted students, while perceiving achievement records, total grades, leadership, and general intelligence as less important. Teachers experienced in gifted education or having been involved in professional development perceived curiosity, task commitment, and creativity as more important than teachers without such experiences. The importance-performance analysis of identification criteria indicates that teachers reported high importance on task commitment, curiosity, and creativity, but those factors were less considered in actual nomination. On the contrary, teachers reported low importance on quick learning and achievement(total grades, subject grades), but those were highly considered in nomination. A similar pattern was found in both experienced and nonexperienced teachers although the importance-performance gap was higher for the latter. Implications for teacher nominations and professional development were discussed.

• The Journal of the Korea Contents Association
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• v.18 no.9
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• pp.357-365
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• 2018

The purpose of this study was to investigate the knowledge level about ADHD in 207 of J and W universities special education students in Gyeonggi and Jeolla provinces. Data were gathered by using a survey method. To analyze data, statistical methods such as ANOVA and t-test were used. The results show the highest rate of correct answers in 'progress and treatment of ADHD' and the lowest rate of 'knowledge in the cause of ADHD'. The level of knowledge about ADHD is found to be different among the groups according to grade, major, experience with ADHD children and experience of taking related ADHD courses. On the other hand, the level of knowledge about ADHD don't differ according to gender and educational practice. Based on the results of this study, we discuss the necessity of acquiring knowledge about ADHD for pre-service special teachers and how to improve their teaching program for ADHD children.

• Journal of Convergence for Information Technology
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• v.9 no.7
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• pp.114-121
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• 2019

This study examined the Knowledge of Elementary School Teachers Regarding in ADHD Children Education of ADHD children education for 297 elementary school teachers. The knowledge of ADHD children in inclusive education was made through a questionnaire composed of four areas: attitude, burden, efficacy, and promotional conditions on ADHD children. The collected questionnaire was calculated using technical statistics from the SPSS (WIN 22.0) for frequency and percentage. The results of this study are as follows: First, the teachers of general elementary schools are trying to include education of ADHD children. Second, in the burden of general elementary school teachers on ADHD children education, ADHD children showed interruption of learning, interruption of positive learning atmosphere, interruption of order maintenance of general classroom and teacher's class progress. Third, in the efficacy of general elementary school teachers on ADHD children, they did not have the Knowledge of ADHD symptoms, diagnosis and evaluation of ADHD children, teaching ability for ADHD children education, and ability to deal with ADHD children's behavior. Fourth, in the promotion condition of school for ADHD child education, it was found that there was no connection with external institutions for the support of professional manpower for ADHD children and ADHD child supports.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.427-439
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• 2021

This study surveyed the recognition on the Korean education for specific purposes targeting student-teachers majoring Korean language education in a Cyber University located in Seoul. 50 among 57 students taking the class participated in this survey. The participants were the students-teachers interested in Korean education for the mission purposes and took the class during the second term in 2020. At the end of the term they participated in this survey. 6 items were objective and 4 items were narrative. Among the narrative ones, one was excluded from analysis. The objective items were investigated by descriptive statics and the narrative items were analyzed with qualitative approach. As a result, most of the participants preferred the combined textbooks with others such as the ones for general and mission purposes rather than the bibles only. They had positive opinions on using the bibles, but proposed that the bibles themselves are not the best choice for improving communicative competence and the text combination is the better choice because of the difficulty of the bibles, the lack of teachers' competence, and the learners' needs. However, while taking this class, they became to be aware of the possibilities of the bibles as textbooks, to possess the concern about the mission areas, to consider the possibilities of application and the educational methods in it, and to reflect the ways for self development. This study suggested several points as follows: the development of diverse textbooks according to situations and learners, two directions of teacher education and the cooperative works, and the necessities of the related departments and classes with mission purposes.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.7
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• pp.175-185
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• 2019

In order for learners with different characteristics to reach meaningful learning, the curriculum - class-assessment must be integrated. In this study, we classified the integration into three aspects: content compatibility, operator convergence, and institutional connectivity, and looked at the status of unifying special classes in general schools from each perspective. As a result of the study, in terms of content suitability, adjustment of the curriculum to those subject to special education-professorial revision-assessment adjustment was not performed well except for subjects where individualization professors were conducted. From an actor's perspective, the ambiguity of the roles of general and special teachers resulted in the inability of curriculum coordinators, educators, evaluators and others to agree or even minimal consultations. In terms of institutional linkage, the authority and role of curriculum coordination, professorial revision, and assessment coordination were unclear except for subjects where individualization professors were conducted. As an alternative to discuss and remedy these problems, it proposed increasing awareness of individualized education, compulsory consultation and institutional readjustment.