「제4차 (’13-’17) 특수교육 발전 5개년 계획」평가 연구

Abstract

Purpose: The purpose of this study is to obtain policy implications regarding special education policy through systematic evaluation and comprehensive discussion on 「The 4th Five-Year Plan for Special Education Development」, which was implemented from 2013 to 2017. Method: For this study, a policy evaluation research model that is suitable for policy evaluation was developed, and research was conducted through literature review and questionnaire survey. This study proceeded in the order of policy formation, policy implementation, policy outcome evaluation, policy evaluation and feedback, and the comprehensive discussion was followed. Results: The policy of 「The 4th Five-Year Plan for Special Education Development」 have been achieved quantitative performance indicators, but the quality indicators and user satisfaction on the policy have been indicated low. In the results of survey on effectiveness and satisfaction on 「The 4th Five-Year Plan for Special Education Development」 targeted at the special education teachers and caregivers in Seoul, special education policies for students with severe and moderate disabilities were found that the policy objectives have not been achieved. As a results of the survey on policy objectives achievement, qualitative effects indicated insufficient. A survey on the understanding of special education policy showed that the level have been low. Also, the satisfaction survey figured out the respondents were not satisfied with 「The 4th Five-Year Plan for Special Education Development」. Discussion: Korea special education policy evaluation studies have been mainly focused on the policy implementation and the effectiveness evaluation. From now, policy researches on policy theory or policy validation should be conducted for the future. In addition, the special education policy evaluation are needed on an national wide scale, not only special schools but general education including inclusive education. Finally, policies should also focus on students with severe and moderate disabilities who need more support and consideration.