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Designing a Roadmap for the Operation of the Curriculum in the Graduate Schools of Special Education to Stabilize the Qualifications of Lifelong Education Professionals for Persons with Developmental Disabilities

김영준|권량희
한국정서행동장애학회 (The Korean Society of Emotional and Behavioral Disorders)|2024.03|정서·행동장애연구 (JOURNAL OF EMOTIONAL & BEHAVIORAL DISORDERS)|제40권 제1호|pp. 91-147|DOI https://doi.org/10.33770/JEBD.40.1.4

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참고문헌

키워드

Stabilization of QualificationsGraduate Schools of Special EducationOperation of CurriculumRoadmap Design발달장애인 평생교육 전문인력자격 안정화특수교육대학원교육과정 운영로드맵 설계

초록

The purpose of this study was to design an operational roadmap for the curriculum of graduate schools of special education to stabilize the qualifications of professionals in lifelong education for people with developmental disabilities. In order to achieve the above research purpose, a group of professors working at the graduate schools of special education and a group of experts working at institutions related to lifelong education for people with developmental disabilities after graduating from the graduate schools of special education were selected as participants, and FGI was used as a research method. The content of the study is a roadmap consisting of the conditions and strategies for operating the curriculum of special education graduate schools that must be accompanied by training and stabilization of lifelong education professional qualifications for PDDs. The above roadmap consists of four conditions and strategies, such as the intervention function of the National Institute for Lifelong Education, a list of subjects for operating the curriculum based on detailed majors within the graduate schools of special education, and integrated management based on the current lifelong educator qualification course. Accordingly, the possibility of realistically and feasibly promoting the qualifications of lifelong education professionals for PDDs at special education graduate schools was reviewed. Through the research results, it was analyzed that the qualification training course for lifelong education professionals for PDDs can be deepened and converged, focusing on the curriculum infrastructure currently organized and operated by the graduate schools of special education. Furthermore, the aspect that the graduate schools of special education could ensure long-term leadership and stability regarding the qualification development path of lifelong education professionals for PDDs through activation of communication and collaboration with national ministries and local related organizations was also considered.

Abstract

The purpose of this study was to design an operational roadmap for the curriculum of graduate schools of special education to stabilize the qualifications of professionals in lifelong education for people with developmental disabilities. In order to achieve the above research purpose, a group of professors working at the graduate schools of special education and a group of experts working at institutions related to lifelong education for people with developmental disabilities after graduating from the graduate schools of special education were selected as participants, and FGI was used as a research method. The content of the study is a roadmap consisting of the conditions and strategies for operating the curriculum of special education graduate schools that must be accompanied by training and stabilization of lifelong education professional qualifications for PDDs. The above roadmap consists of four conditions and strategies, such as the intervention function of the National Institute for Lifelong Education, a list of subjects for operating the curriculum based on detailed majors within the graduate schools of special education, and integrated management based on the current lifelong educator qualification course. Accordingly, the possibility of realistically and feasibly promoting the qualifications of lifelong education professionals for PDDs at special education graduate schools was reviewed. Through the research results, it was analyzed that the qualification training course for lifelong education professionals for PDDs can be deepened and converged, focusing on the curriculum infrastructure currently organized and operated by the graduate schools of special education. Furthermore, the aspect that the graduate schools of special education could ensure long-term leadership and stability regarding the qualification development path of lifelong education professionals for PDDs through activation of communication and collaboration with national ministries and local related organizations was also considered.

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