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KMID : 1159120140210030561
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Korean Journal of Rehabilitation Psychology
2014 Volume.21 No. 3 p.561 ~ p.580
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The Study on Perception and Relationships to Component Factors of Framing, Performance, and Evaluation in IEP of Emotional Disorder School Teachers
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Joo Ji-Hyun
Park Hye-Rim
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Abstract
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The purpose of this study was to analyze the component factors of framing, performance, and evaluation in Individualized Education Program (IEP) based on the perception of 173 teachers who work for students with emotional disorders. The questionnaire was composed of three parts including 15 framing questions, 10 performance questions and 10 evaluation questions. First, the results indicated that in general IEP is constructed based on four framing factors, two performance factors and two evaluation factors. Second, when the importance of IEP was questioned to teachers, gender was not important to relate the teachers’ perception. Rather, it was identified that years of teaching experience, educational background, and levels of school teachers work (i.e, elementary, middle, high school) were meaningfully contributed to teachers’ perception of the importance of IEP. Third, the performance factor in IEP was perceived as the most important and it was most highly related to the reasonableness of evaluation.
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KEYWORD
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special education, school for the emotional disorder, special teacher, IEP
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