Transition education for successfully transitioning students into adults and good quality inclusive education is key to the educational needs of high school special education students. Special education programs for such students consists of inclusive... Transition education for successfully transitioning students into adults and good quality inclusive education is key to the educational needs of high school special education students. Special education programs for such students consists of inclusive education and transition education within the entire course including ordinary instructional courses and extracurricular school activities. Therefore, support must be made to the students belonging to special classes so that they can achieve the educational goals in these two aspects. However, due to the culture of Korean high schools and the individual and educational features of students that belong to special classes, special education in high schools. First, given the intellectual limitations of the special class students, integrating educational curriculum within high schools where education is mostly focused on college entrance is difficult to achieve. Further more, maintaining the balance between participating in class room courses and career education courses run in general classes, and differentiated curriculum for special education classes is also an issue. Thus, the purpose of this study is to investigate the educational courses and school life of students belonging to special education class in high schools with special education classrooms and provide an overall view of how education for special education students is conducted. This study was conducted by surveying special education teachers in high schools located in Seoul. Questionnaires were distributed to 244 special education teachers at 84 high schools located in Seoul in November, 2015 and a statistical analysis on the 181 questionnaires returned was conducted. The issues analyzed are as follows. First, on the back ground information of the high school special education class rooms and teachers is (1) information on special education class rooms in Seoul, (2) general status of special education class rooms in Seoul (3) information on the respondent's special education class room. Second, on the view of inclusive education in high school of special education teachers in high school. Third, on the condition and reality of curriculum implemented in high school special education class room, (1) the condition of high school special education class room and (2) the condition of the support made to promote inclusive education in high school special education class rooms. Fourth, on the condition of extracurricular school life of high school special education students (1) the condition on coping with problematic behaviors of special education students and school lunch training (2) and on condition and support on the integration of extracurricular activities of special education students and non-disabled students. The discussion on the results of this study are four folds as follows. First, the discussion on the current condition of high school special classrooms is as follows. The number of students in many classrooms exceed the statutory number of 7 so a means to increase the number of special classrooms and efficiently manage existing high school resources must be devised. In addition, appropriate use of assistants to enhance not only quantitative development but qualitative development must be sought and a balance between inclusive education and transitional education must be reached. Second, research results on the perspectives held by high school special teachers suggest that the percentage of negative views on supporting inclusive education in high school was higher than the percentage of positive views on supporting inclusive education and expressed difficulties in inclusive education support due to various issues. On the other hand, participation in inclusive education related training was low. This shows that for the development of high school inclusive education, the will and efforts of high school special teachers working on the field and furthermore, various administrative and financial efforts to support inclusive education related training and to fully implement inclusive education is necessary. Third, the discussion on high school special education class is as below. IEP or ITP for special education students tends to focus on the curriculum and job sector, whereas general teachers and special education teachers need to collaborate on including programs related to various sectors in inclusive education. Also, special class room courses tend to focus on the job sector whereas a balance with other subjects need to be maintained. In addition, because the implementation and evaluation of special education class room courses tended to be dependant on the individual abilities of the special education teacher in the past, a systematic approach to implement a systematic education is required. Many special education teachers in high schools referred to the difficulties in implementing inclusive educations in high schools. Means to enhance training programs afforded to special education teachers and cooperate with general teachers in various sectors is necessary. Fourth, discussion on the extracurricular school life of special education students is as follows. Appropriate response to the problematic behaviors of special education students is imperative, given the social and educational implication of such behaviors. The study results suggest that most of the high school special education teachers implement positive means to respond to problematic behaviors. Lunch time, morning and closing assemblies, creative experience activity times are when special education students can naturally blend in with other students. Thus, in many cases, special education students were instructed to participate in inclusive activities and in case of club activities, reverse inclusion activities were performed. Further means to proceed beyond mere physical integration and increase natural interactions between normal students and special education students is required. In case of mid-term and final exams, integration is futile due to the nature of exams, but further research and implementation of means to perceive exams as a part of inclusive education and to provide a meaningful curriculum to special education students is also necessary. This meaning of this study was to conduct an investigation on the overall condition and high school special education courses and school life in high schools located in Seoul and to provide an overall view on the entire school curriculum for high school special education students and on how inclusive and transition education is conducted in high schools. This study can be used to provide a basis on devising a master scheme for improving high school inclusive and transition education in the future.
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