A study on special education workers’ perceptions about the establishment of individualized education plan using the ‘NEIS IEP’ ‘나이스 개별화교육계획’을 활용한 개별화교육계획 수립에 관한 특수교육 관련 구성원의 인식
The purpose of this study is to identify the awareness and needs of special education workers in regard to the NEIS(National Education Information System) IEP and what considerations and improvements would enable its proper use in special schools and classes. For this purpose, a survey was conducted...
The purpose of this study is to identify the awareness and needs of special education workers in regard to the NEIS(National Education Information System) IEP and what considerations and improvements would enable its proper use in special schools and classes. For this purpose, a survey was conducted using questionnaires targeting 3,001 individuals from among education office staff, NEIS teachers, special-school teachers, and special-class teachers. The contents of the questionnaire comprised: the necessity of making an IEP using NEIS, the degree of use of the NEIS IEP, advantages and disadvantages of the NEIS IEP, reasons for not using the NEIS IEP, the improvement plan, the establishment of relationship between IEP and SLR(School Life Records) using NEIS. The results of this study show that, first, education office staff, NEIS teachers, special-school teachers, and special-class teachers have different perceptions of the necessity of, degree of use of, and improvement plans of NEIS IEP, and reasons for not using the NEIS IEP as well as of the establishment of relationship between IEP and SLR using NEIS. NEIS and special-class teachers pointed out more often that it is more appropriate to use the NEIS IEP selectively, as compared to the special-school teachers and education office staff. Special-school teachers reported a higher degree of NEIS IEP use than did special-class teachers; special-class teachers were relatively inexperienced in using the NEIS IEP. Second, awareness of the NEIS IEP among special education teachers in special schools was not significantly different according to school level(kindergarten, elementary, middle or high school). Third, awareness of the NEIS IEP among special teachers in special classes showed a significant difference in the response result according to school level. In particular, the degree of NEIS IEP use by kindergarten teachers was low, and problems related to curriculum connectivity were prominent among middle and high school teachers. The demand for strengthening the connectivity between the curriculum and the NEIS IEP system was high in elementary, middle and high school teachers. Based on these findings, the study includes suggestions for how the NEIS IEP may be used as an appropriate tool in the field of special education.
The purpose of this study is to identify the awareness and needs of special education workers in regard to the NEIS(National Education Information System) IEP and what considerations and improvements would enable its proper use in special schools and classes. For this purpose, a survey was conducted using questionnaires targeting 3,001 individuals from among education office staff, NEIS teachers, special-school teachers, and special-class teachers. The contents of the questionnaire comprised: the necessity of making an IEP using NEIS, the degree of use of the NEIS IEP, advantages and disadvantages of the NEIS IEP, reasons for not using the NEIS IEP, the improvement plan, the establishment of relationship between IEP and SLR(School Life Records) using NEIS. The results of this study show that, first, education office staff, NEIS teachers, special-school teachers, and special-class teachers have different perceptions of the necessity of, degree of use of, and improvement plans of NEIS IEP, and reasons for not using the NEIS IEP as well as of the establishment of relationship between IEP and SLR using NEIS. NEIS and special-class teachers pointed out more often that it is more appropriate to use the NEIS IEP selectively, as compared to the special-school teachers and education office staff. Special-school teachers reported a higher degree of NEIS IEP use than did special-class teachers; special-class teachers were relatively inexperienced in using the NEIS IEP. Second, awareness of the NEIS IEP among special education teachers in special schools was not significantly different according to school level(kindergarten, elementary, middle or high school). Third, awareness of the NEIS IEP among special teachers in special classes showed a significant difference in the response result according to school level. In particular, the degree of NEIS IEP use by kindergarten teachers was low, and problems related to curriculum connectivity were prominent among middle and high school teachers. The demand for strengthening the connectivity between the curriculum and the NEIS IEP system was high in elementary, middle and high school teachers. Based on these findings, the study includes suggestions for how the NEIS IEP may be used as an appropriate tool in the field of special education.
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