• The Journal of Sustainable Design and Educational Environment Research
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• v.4 no.4
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• pp.25-38
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• 2004

Schools have focused so far on a student-oriented education. As the roles of schools, however, have been increasingly emphasized in the information society, community-centered functions are now additionally required. Beyond simply allowing communities to utilize selected facilities, schools can conduct re-education programs for community residents and actively use their facilities for such purposes. As explained above, schools must continuously evolve to meet current needs and demands, such as by offering special classes and utilizing learning facilities in the elementary levels to promote learning in ever-changing societies. This study analyzed the functions of school facilities to communities, as well as the educational functions involved in teaching-learning processes, in light of the advent of a knowledge and information society. Through analysis, the types of information facilities in elementary schools were derived. On the basis of such derived types, systematic and reasonable methods to estimate the scope were suggested.

• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.970-990
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• 2002

This study examines how practical work in science was introduced in British schools and became an important part of school science activities during the second half of the 19th century. Firstly, the establishment of a national education system in Britain is reviewed. Secondly, a general development of school science teaching is summarized with a special attention to students' enrollment in science subjects. Thirdly, the practical work in elementary schools are discussed in relation to the introduction of Object Lessons in curriculum. Then, the situations of practical work in science in secondary schools, particularly in Organized Science Schools and some famous public schools, are illustrated. Finally, the overall development until present days is critically discussed in relation to the types and aims of practical work in science.

• Journal of the Korean Institute of Educational Facilities
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• v.15 no.6
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• pp.30-38
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• 2008

The aim of this study is to investigate present situation about occurrence of surplus classrooms by the merger and abolition of rural elementary schools, and to deduce basic architectural data for efficient utilization. It was examined based on the analysis of using pattern and interview of teachers of modernized elementary model schools. The occurrence ratio of surplus classrooms was about 30 to 60 percentages among seven investigated schools, the ratio was gradually increasing. Most of them were nearly leaving without certain practical use because of inaccessibility and low degree of diversion. The characteristic about diversion of surplus classroom was shown to change from special or learning room to living-related room and management-related room in order, finally, it was used a room for child care with a lapse of time. Long-tenn and continuous data accumulation for diversion and utilization of surplus classroom should be required.

• Journal of the Korean Institute of Educational Facilities
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• v.13 no.1
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• pp.36-46
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• 2006

The purpose of this study is to establish fundamental standards of architectural planning concerning special class facilities in order to offer the basic information on the appropriate location of the special classroom by looking at the relationship between contacting activities and the existing location. In this sense, this study deals with appropriate special class facilities corresponding to the various characteristics of children's handicap, the contacting activities of special children with ordinary children and finally proper environment for the mainstreaming education which special education pursues.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.101-106
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• 2022

The Saudi Arabian Special Education Regulations define the role and requirements from teaching assistants within the educational process. Although all public special education programs are subject to such regulations, their implementation in practice sometimes appears contradictory. Therefore, special educators frequently encounter a range of problems when they fail to comply with such regulations. This article discusses how teaching assistants influence the teaching practices delivered to students with disabilities in special education settings. A qualitative case study approach was conducted using 22 semi-structured interviews. The results suggest a need to focus on the role of the teaching assistant in special education classes to ensure exposure to effective learning practices for students with disabilities. Based on these findings, a number of important implications for future practice, in terms adopting appropriate provisions are suggested.

• Journal of the Korean Institute of Educational Facilities
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• v.15 no.1
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• pp.53-61
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• 2008

Under recent educational and social backgrounds, alternative education schools are increasing continuously, to compare Japanese example that experience of similar circumstance given before with the investigation of general present condition, specialized education contents, facilities and utilization of 5 schools of Tokyo area, I could know following contents ; First, free schools of Tokyo area were operated by individual education type that consider each student's special quality maximum comparing with Korea's alternative schools which seek community education type. Second, there were not many schools which prescribe school personal allowance per division or class comparing with our cases that operate divides step by equal class with general school and prescribes personal allowance by class, and whole students are generally about $20{\sim}30$. Third, comparing with our cases that are located in mountain and rural area according to profitable locational conditions for environment and experience studying, it was general which islocatedin downtown for the purpose of free attending school of non attending school students. Fourth, usually, comparing with our that unused schools in mountain and rural area are general for alternative school and there were a lot of cases that uses small building of downtown such as lease office, unused warehouse and factory for free school of Tokyo area.

• Journal of the Korean Institute of Educational Facilities
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• v.20 no.1
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• pp.27-36
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• 2013

The purpose of this study is to provide the configuration alternatives for the special classroom of the elementary school reflecting current trends of the health promotion education. Initiated by WHO(World Health Organization), the concept of health-promoting school has been widely advocated as an approach to enhance public health through school based health promotion. Korean Ministry of Education has also adopted the concept and many elementary schools has been participating in developing the curricula and educating students as the health promoting model schools. This study analyzes methodologies and education programs of current health promoting curriculum of the schools since 2009, explores the spacial features of other public facilities offering similar education program and surveys relating teachers. Based on the analysis, the study seeks the basic elements for health promoting classroom and deduces several classroom space configurations to optimize students' learning effects. This study can be a case method for other classroom typology studies especially with the current diversification tendency of elementary school education services.

• Journal of Music and Human Behavior
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• v.16 no.1
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• pp.89-117
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• 2019

The purpose of this study was to explore and better understand special education music teachers' perceptions of their music curriculum. For this purpose, we conducted a focus group interview with seven special education music teachers. During the interview, four major themes and 14 sub-themes were identified. The main themes were the following: (a) types of applied activities and the goals of music classes (e.g., activities to be applied in various ways depending on the characteristics of the disability and intended outcome), (b) difficulty in implementing the music curriculum (e.g., lack of fit between textbook and students' chronological ages, lack of time and focus, self-evaluation of performance as a music teacher, (c) therapeutic experiences during music classes (e.g., expectation for positive effects through music therapy, joy of witnessing changes in students, and sense of togetherness), and (d) obstacles to the therapeutic approach of music classes and need for support (e.g., lack of professional knowledge regarding therapeutic approaches and problems with administrators and school environment). Based on these results, problems in implementing the music therapy approach as part of the music curriculum in special education schools are discussed and practical solutions for educators are offered.

• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.1-16
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• 1993

The purpose of this study is to investigate realities of homemaking education for elementary and secondary schools in japan and to obtain the basic guidance for the improvement of effect of homemaking education in Korea. The results are as follows: 1. Home economics education takes an important role for society. From this point of view, homemaking education is also clarified in Japan. 2. Homemaking education is provided as independently required subject of coeducation in Japanese elementary and secondary schools. And many people think that homemaking coeducation is necessary in the elementary and secondary schools. 3. Curriculum is reorganized continuously and variously in Japan, so that the girls and the boys can learn knowledge and skill which is necessary for them to live home lives, corresponding with circumstance and social changes that surround home.

• 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.