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KMID : 1001720150250020055
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Journal of Vocational Rehabilitation
2015 Volume.25 No. 2 p.55 ~ p.72
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Teachers" Opinions on Majoring Course of Special School Admission System
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Kim Hyoung-Min
Lim Kyoung-Won
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Abstract
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The purpose of the present study is to listen to the experiences and opinions of the teachers in charge of majoring in special-education schools and university admissions process for each area, and through this, to raise the effectiveness of the majoring and administration, and to provide practical guidelines and basic data needed for coping with majoring in special-education schools and university admissions process. To achieve these goals, this study set the research question ‘What is the opinion of the teacher in charge concerning majoring in special-education schools and university admissions process?’
To solve the research question, interviews were conducted on 10 teachers who are in charge of majoring in special-education schools and university admissions process in 10 special-education schools in 9 areas. The data coming from the interviews were analyzed by using of a comprehensive analysis process amended for the research purposes. Upper categories and sub-categories were drawn after classifying process while taking into account the mutual context of each unit of meaning by the final coding.
The results show first, there is identity confusion in university admissions process. Due to the strong demand from parents, limited entrance quota, and perfunctory university admissions process, the research participants were feeling confusion about whether the identity of the majoring in special-education schools and administration is prolongation of school age or job-centered education. Second, there were difficulties concerning administration of majoring and university admissions due to the loopholes in qualifications for application, limitations in discretionary assessment of each school, and the parents who cannot accept the result of the admissions process. Third, this study proposed plans to improve majoring and university admissions process including setting the standards and frame to select students and building the assessment system at the local level.
Base on these results, this study proposed that survey at the national level should be conducted on the conditions of majoring in special-education school and university admissions process as well as research to develop a working guidebook; there should be research from diverse angles including the opinion of the parents of handicapped students, majoring and admissions process in each handicapped area; and there should be a forum to discuss the current majors and identity.
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KEYWORD
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special school, majoring course of special school, admission system, experiences of special education teachers
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