[Purpose] The purpose of this study was to investigate the impacts of job stress in special education teachers on their emotional interaction with students receiving special education, and to explore whether there were moderating effects of job stress coping strategies on those impacts. [Method] A survey was conducted on 298 special education teachers working in Daegu and Gyeongnam regions, asking about their job stress, emotional interaction with students receiving specia\l education, and awareness of job stress coping strategies. The collected data was analyzed using multiple regression analysis and hierarchical regression analysis. [Results] The results of this study were as follows: First, job stress in special education teachers was found to have a negative impact on all aspects of emotional interaction with students receiving special education. Second, among the job stress coping strategies of special education teachers, problem-focused, relationship-focused, self-assertive, and support-seeking coping strategies were found to have a moderating effect on the impacts of job stress on emotional interaction with students receiving special education. [Conclusion] The results of this study could be used as basic data for the development of a job stress coping strategy program for special education teachers to enhance the quality of emotional interaction between special education teachers and their students.
[Purpose] The purpose of this study is to examine Zhuangzi’s concept of happiness and apply it to sports to explore the idea of “happy sports. [Method] To achieve this, we reviewed Zhuangzi‘s philosophy of happiness, then applied Zhuangzi‘s philosophy of happiness to sports to analyze happy sports. [Results] Zhuangzi’s happiness philosophy revolves around ‘Zhiluo (至樂),’ which is the ultimate joy realized in the process of infinite creation. By applying this to sports, we reached the following conclusion about happy sports. Happy sports are realized in the creative process related to sports. It is the joy obtained from creative processes such as developing new shots or techniques. For example, the legendary NBA player Kareem Abdul-Jabbar’s skyhook shot or the Fosbury Flop invented by Dick Fosbury in high jump are examples of creative physical activities that bring joy. Moving away from an obsession with new records or excessive victories, one can find the joy of sports by practicing sports as Zhiluo. [Conclusion] It is important to shift the perception that they should be an act for one’s owns Zhiluo. Therefore, we hope that everyone who participates in sports can experience the joy of Zhiluo in sports.
In Korea today, people from various nationalities are studying, with Chinese students comprising the largest proportion of international students in Korea as of 2021. This suggests that the experiences of Chinese students in Korea will significantly impact future social, cultural, and educational developments in China, as well as influence the field of disability education. This study aims to examine the perceptions and attitudes toward people with disabilities of Chinese students studying in Korea. For this purpose, four Chinese students who have been attending various universities in Korea for over two years were selected as research participants. A narrative research method was employed to conduct a qualitative study. The specific research questions were as follows: first, what perceptions and attitudes did Chinese students in Korea hold toward people with disabilities while the students were still in China? Second, have they experienced experienced any changes during their time studying in Korea? The study results showed that most participants had little direct or indirect contact with people with disabilities in China, leading to limited knowledge or negative perceptions. However, during their stay in Korea, they encountered changes in perception and attitude through direct interactions with people with disabilities, participation in disability-related courses, and exposure to diverse disability-related media. These findings indicate that perceptions and attitudes toward people with disabilities are shaped and can change through diverse interactions in daily life. Therefore, to help international students, including Chinese students, develop a healthy perception and attitude toward people with disabilities, our society must provide them with diverse educational and socio-cultural experiences.
[Purpose] In Korea national curriculum, approximately seven years after the implementation of the 2015 revised curriculum, the 2022 revised curriculum was promulgated to reflecting social changes and contemporary demands. The revised curriculum newly emphasizes the learner's developmental level, diversity in teaching and learning methods, and adjustments in evaluation. These additions represent an evolved educational philosophy grounded in the principle that education must be inclusive for all.
[Method] Around the same period, the Center for Applied Special Technology (CAST), a nonprofit educational research and development organization, introduced a new version of its Universal Design for Learning (UDL) Guidelines. A comparative analysis of UDL Guidelines 2.2 (2018) and 3.0 (2024) reveals several key developments. [Results] First, Instructional agency has completely shifted from the educator to the learner. Second, There is a stronger emphasis on understanding and respecting learners' individual identities. Third, there is a greater focus on participatory interactions, acknowledging that learning always occurs within a group context. Fourth, UDL guidelines are not designed to function as rigid prescriptions. And fifth, there is a steadfast belief that all learners possess inherent potential. [Conclusion] These findings indicate that the philosophy of UDL 3.0 provides meaningful implications for the implementation of the 2022 revised curriculum. This study serves as an initial exploration of UDL 3.0, highlighting the need for further research across various dimensions in the future. To approach these topics from a more integrated perspective, it is necessary to synthesize related concepts and refine the philosophy of UDL. While UDL primarily addresses classroom instruction, its application should extend beyond the class.
[Purpose] This study aimed to explore the impact of jigsaw model-based instruction on the teaching attitudes and physical self-efficacy of pre-service special education teachers. [Methods] To achieve this objective, participants included 20 pre-service special education teachers enrolled in the ‘Elementary Physical Education’ course during the first semester of 2024 at U University’s Department of Special Education. Participants completed physical education attitude and physical self-efficacy assessments before and after the jigsaw model-based class. The collected data were analyzed using paired-sample t-tests, and qualitative data from self-reflection sheets were reviewed to support the findings. [Results] The results showed that, first, jigsaw model-based instruction positively influenced pre-service special education teachers’ attitudes toward physical education in social, psychological, and personal dimensions. Second, the instruction positively impacted pre-service special education teachers’ perceived physical ability. [Conclusion] These findings indicate that jigsaw model-based classes effectively enhance both teaching attitudes and physical self-efficacy for pre-service special education teachers. They suggest the need for active integration of jigsaw model-based instruction in teacher training programs.
[Purpose] The purpose of this study was to investigate the experiences of general education teachers in operational inclusive education and their perceptions and improvements of the inclusive education support teacher system, and to provide implications for improving the conditions of inclusive education. [Method] To achieve this, in-depth interviews were conducted with seven general education teachers of inclusive classrooms, and the interview data were analyzed using the constant comparative method. [Results] The results are as follows: First, the general education teachers of inclusive classrooms made efforts to promote interaction, understanding, and trust between students with and without disabilities, as well as to enhance students’ self-esteem. The inclusive education support teachers played a role not only in providing specialized guidance for students with disabilities but also in supporting all students who required individual assistance. Second, the general education teachers found it difficult to prepare lessons, secure time for cooperation, and guide students with disabilities in learning and social skills, while teachers in integrated education support cited ambiguous roles, low awareness, and lack of operating model in schools as difficulties. Third, as an outcome of inclusive education, all students, including students with disabilities, experienced growth and change, and realized the value of inclusive education. Fourth, as a demand for improvement for successful inclusive education, it emphasized the need for policy support such as expanding the deployment of dedicated inclusive education support teachers, developing various operating models, and supporting the strengthening of the competencies of inclusive education support teachers to improve the inclusive education support teacher system. [Conclusion] While there is a positive outlook on building an inclusive education support environment, there are also issues such as the absence of clear criteria for assigning support teachers to inclusive classrooms, ambiguous roles, concerns about the institutionalization of support staff, and limitations on the implementation of collaborative teaching. Along with efforts to improve the system, ongoing discussions are needed on practical operational strategies for inclusive education support teachers.