韩国的全纳教育

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL
Uijung Kim, Aehwa Kim, Byeongryong Kim, Jieun Baek
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引用次数: 0

摘要

过去几十年来,韩国的全纳教育在数量和质量上都在持续增长。本文有两个目的:(a) 报告南韩全纳教育的法律依据和现状;(b) 综述与南韩全纳教育有关的政策任务和突出成果。主要结论如下。首先,根据教育部提供的《2022 年特殊教育年度报告》,约 73% 有资格接受特殊教育的学生接受了非全日制(56% 的学生)或全日制(17% 的学生)全纳教育。其次,我们发现,作为全纳教育质量指标的五大支持要素(即人力支持、社会氛围支持、物质环境支持、课程支持以及财务和运营支持)取得了显著成效。基于这些研究结果,我们讨论了全纳教育的问题、未来发展方向以及对韩国进一步发展全纳教育的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Inclusive Education in South Korea
Over the past few decades, inclusive education in South Korea has continued to grow both in quantity and quality. The purpose of this article is twofold: (a) to report on the legal basis and the current status of inclusive education in South Korea and (b) to synthesize policy tasks and prominent outcomes related to inclusive education in South Korea. The major findings are as follows. First, according to the 2022 Special Education Annual Report provided by the Ministry of Education, approximately 73% of students eligible for special education received either part-time (56% of students) or full-time (17% of students) inclusive education. Second, it was found that there were significant outcomes in the five elements of support (i.e., human support, social climate support, physical environment support, curriculum support, and financial and operational support), which are quality indicators of inclusive education. Based on these findings, we discuss issues of inclusive education, future directions, and suggestions for the further development of inclusive education in South Korea.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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