Perceptions of components of the special education system in Korea.

Persistent Link:
http://hdl.handle.net/10150/185855
Title:
Perceptions of components of the special education system in Korea.
Author:
Park, Heechan.
Issue Date:
1992
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study surveyed the perceptions of educators in Korean special schools regarding the current status and issues in eight components of the special education system. The eight components of a special education system selected were: philosophy and fundamental practices, identification and evaluation, instruction and related services, personnel, parents and the public, organization, funding, and facilities. A survey instrument was used to obtain information from 70 principals and 192 teachers, with a response rate of 58 (83%) and 156 (81%), respectively. A mean score of responses to each questionnaire item in each component of the special education system was calculated to rate the perceptions of all subjects. The perceptions of special educators were negative toward the status of special education in many items of eight components of the system. The ratings were compared using a t-test or analysis of variance to analyze statistical differences by such variables as position of special educator (principal and teacher), foundation of special school (public and private), and disability areas of special educator (visual, hearing, mental, and physical impairments). The ratings of special educators on the eight system components were statistically significant in four components, according to the foundation of the special schools. As a whole, the perceptions of special educators did not reveal many significant differences by the variables of position and disability specialty areas. Critical issues to be resolved in the future were identified and discussed. Recommendations were made for future development of special education in Korea.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Dissertations, Academic.; Special education.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Special Education and Rehabilitation; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Healey, William

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titlePerceptions of components of the special education system in Korea.en_US
dc.creatorPark, Heechan.en_US
dc.contributor.authorPark, Heechan.en_US
dc.date.issued1992en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study surveyed the perceptions of educators in Korean special schools regarding the current status and issues in eight components of the special education system. The eight components of a special education system selected were: philosophy and fundamental practices, identification and evaluation, instruction and related services, personnel, parents and the public, organization, funding, and facilities. A survey instrument was used to obtain information from 70 principals and 192 teachers, with a response rate of 58 (83%) and 156 (81%), respectively. A mean score of responses to each questionnaire item in each component of the special education system was calculated to rate the perceptions of all subjects. The perceptions of special educators were negative toward the status of special education in many items of eight components of the system. The ratings were compared using a t-test or analysis of variance to analyze statistical differences by such variables as position of special educator (principal and teacher), foundation of special school (public and private), and disability areas of special educator (visual, hearing, mental, and physical impairments). The ratings of special educators on the eight system components were statistically significant in four components, according to the foundation of the special schools. As a whole, the perceptions of special educators did not reveal many significant differences by the variables of position and disability specialty areas. Critical issues to be resolved in the future were identified and discussed. Recommendations were made for future development of special education in Korea.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectDissertations, Academic.en_US
dc.subjectSpecial education.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Education and Rehabilitationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorHealey, Williamen_US
dc.contributor.committeememberChalfant, James C.en_US
dc.contributor.committeememberSales, Amos P.en_US
dc.identifier.proquest9229850en_US
dc.identifier.oclc712671798en_US
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