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日韓における個別の指導計畵と個別化敎育計畵作成に對する敎員の意識に關する比較硏究
최명복 ( Myoung Bok Choi ),( Hideo Miyaki ),( Ochiai Toshiro ) 한국초등특수교육학회 2010 초등특수교육연구 Vol.12 No.1
Education for children with special educational needs should be implemented based on individual needs and to build sustainable educational development and collaborations with related organizations. However, teachers` understandings and attitudes for Individualized Instruction /Education plans (then after IEP) are not enough. This study was implemented to clarify and analyze attitudes of Japanese special class teachers and Korean ones about IEPs. Based on the results of this study, it can be said that special class teachers of both countries already knew the methodology how to make IEPs and recognized them as the important part and a matter of the highest priority. On the other hands, it can say that the teachers of both countries are very busy for their jobs and no composure. Because, they think, composing IEP should be their duties and fill anxiety by it. Furthermore, comparing with Korean teachers, Japanese teachers think themselves more strongly that composing IEP is in the highest priority, stronger sense of duty and knowledge about IEP. Korean teachers fill stronger pressure of business.
강종구 ( Jong Koo Kang ),최명복 ( Myoung Bok Choi ),김영한 ( Young Han Kim ) 한국초등특수교육학회 2009 초등특수교육연구 Vol.11 No.1
This study explored the recent trends of learning disabilities in South Korea and other countries, and attempted to suggest the future goals of South Korea`s learning disabilities. The researchers found that special education, including learning disabilities, can be understood by various theoretical and educational approaches. In particular, the literature review on South Korea`s learning disabilities showed that many scholars focused on the concept, diagnose and instruction of learning disabilities. The researchers recognize these studies have greatly contributed, and emphasized the development of these studies. The researchers highlighted the importance of additional studies as well as these studies in South Korea. South Korea`s learning disabilities have greatly developed, but they also need to be studied regarding theoretical foundations such as the definition of learning disabilities. In addition, many students with learning disabilities have not received appropriate special education services while attending general education classrooms. In order to develop South Korea`s learning disabilities systematically and resolve the difficulties that students with learning disabilities have experienced, the researchers suggest thorough discussion on learning disabilities, active participation of parties who are involved with students with learning disabilities, and teachers` participation