Recently, students’ disabilities have been multiple and severe in various ways. Through this phenomenon, the importance of education providing by itinerant teachers has been gradually increased. Nevertheless, there are challenges regarding official guidelines and support for itinerant teachers. In t...
Recently, students’ disabilities have been multiple and severe in various ways. Through this phenomenon, the importance of education providing by itinerant teachers has been gradually increased. Nevertheless, there are challenges regarding official guidelines and support for itinerant teachers. In this sense, this research was conducted to figure out the challenges and demands of itinerant teachers through the use of in-depth interviews. Therefore, the aim of this paper is to understand the current phenomenon and explore ways to support itinerant teachers. To achieve these aims, we had in-depth interviews with 11 subjects who were in charge of teaching in Seoul, Gyunggi-do, Jella-do and Gyungsang-do area. After the interviews, we categorised various concepts and created codes. According to the research, it can be summarised in two ways. Foremost and specifically, the first reason for the challenges is a lack of enough preparation for teaching. Additionally, there is less awareness towards itinerant teachers and education in society so the teachers have had to face discrimination over it. On the top of that, other challenges include having to travel long distances without adequate transport to visit schools and having poor access to appropriate family support and parenting. Also, itinerant teachers feel uncomfortable about teaching students with multiple and severe disabilities. Last but not least, whether the education would be successful depends on the quality of teachers and there also is a limitation filling in and applying the IEP system. Secondly, we investigated itinerant teachers’ demands in detail. The first ask was supporting them in overall aspects from general to particular ways. Also, it was revealed that there is in need of adjusting a number of students being charged per a teacher. In addition, they asked places for teaching which is provided mandatorily, physical and medical support as well as administrative support. Finally yet importantly, they requested flexible days for teaching.
Recently, students’ disabilities have been multiple and severe in various ways. Through this phenomenon, the importance of education providing by itinerant teachers has been gradually increased. Nevertheless, there are challenges regarding official guidelines and support for itinerant teachers. In this sense, this research was conducted to figure out the challenges and demands of itinerant teachers through the use of in-depth interviews. Therefore, the aim of this paper is to understand the current phenomenon and explore ways to support itinerant teachers. To achieve these aims, we had in-depth interviews with 11 subjects who were in charge of teaching in Seoul, Gyunggi-do, Jella-do and Gyungsang-do area. After the interviews, we categorised various concepts and created codes. According to the research, it can be summarised in two ways. Foremost and specifically, the first reason for the challenges is a lack of enough preparation for teaching. Additionally, there is less awareness towards itinerant teachers and education in society so the teachers have had to face discrimination over it. On the top of that, other challenges include having to travel long distances without adequate transport to visit schools and having poor access to appropriate family support and parenting. Also, itinerant teachers feel uncomfortable about teaching students with multiple and severe disabilities. Last but not least, whether the education would be successful depends on the quality of teachers and there also is a limitation filling in and applying the IEP system. Secondly, we investigated itinerant teachers’ demands in detail. The first ask was supporting them in overall aspects from general to particular ways. Also, it was revealed that there is in need of adjusting a number of students being charged per a teacher. In addition, they asked places for teaching which is provided mandatorily, physical and medical support as well as administrative support. Finally yet importantly, they requested flexible days for teaching.
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