Abstract
In 2007, the Act on Special Education for Persons with Disabilities in South Korea was enacted, resulting in various changes to the special education teacher training policy and system. Although special education is being developed and operated in response to societal changes and the budget is increased yearly, the controversy over the teacher training system continues in the education field. However, systematic academic research on these issues is insufficient. Therefore, the purpose of this article is to explain the teacher training system in South Korea. First is a brief introduction to the 4-year special education qualification system and its current status in South Korea. Second, two types of training for special education teachers are explained following teacher qualification. Third, the issues surrounding the special education training program are discussed.
The most significant landmark in the history of special education in South Korea was the enactment of the 1977 Special Education Promotion Act, which mandated free special education and related services, such as physical therapy, speech therapy, and medical services, for individuals with disabilities (Seo et al., 1992). The legislation has been reauthorized several times to ensure more comprehensive and organized educational services for students with disabilities. The necessary legislation reflected the needs of various stakeholders, such as students with disabilities and their parents and professionals in special education and related fields (Park, 2003). On April 30, 2007, the existing Special Education Promotion Act was abolished, and the National Assembly passed the new Act on Special Education for Persons with Disabilities.
The main contents of the Act on Special Education for Persons with Disabilities are as follows. First, compulsory education for children with disabilities was included, like that for children without disabilities. Second, the prior law provided special education only for elementary, middle, and high school children. The revised law supported various special education age ranges from infants and toddlers with disabilities to lifelong education for adults with disabilities. Third, the existing legal limit of 8–12 students per class was reduced to 4–6. Fourth, the new law included developmental delay in the field of disability so that special education services could be provided to individuals who are at risk (National Law Information Center, 2013).
Individuals eligible for special education in South Korea are placed in special schools, special classes in general schools, and general classes in general schools. The individuals eligible for special education have the right to receive compulsory education for 15 years, from ages 3 to 17, and infants under the age of 3 years receive free education. Also eligible for special education are individuals who have long- or short-term absences due to severe disabilities, and those who are unable to receive special education at each level of school due to severe impairment in movement or motor function may receive itinerant education (National Law Information Center, 2013).
According to the educational placement of the individuals eligible for special education, the indicators of South Korea’s special education statistics are also presented mainly for special schools, special classes in general schools, and general classes in general schools. In South Korea, a person eligible for special education accounts for 1.6% of all students in the school year (i.e., grade level). According to the Ministry of Education (2022), there are 187 special schools, and 26,022 (27.5%) of the 98,147 students with disabilities are enrolled in these special schools. In addition, 54,272 (55.3%) students with disabilities are enrolled in 12,048 special classes in general schools, such as partial inclusion, and 16,592(16.9%) students with disabilities are enrolled in 772 general classes in general schools, such as full inclusion. Based on these numbers, it can be seen that in South Korea, more than 70% of people eligible for special education are placed in general schools and receive inclusive education.
To support the needs of the special education population, there are 23,494 special education teachers in South Korea, 9,501 in 187 special schools, 12,718 in general school special classes, and 1,275 in special education support centers (Ministry of Education, 2022). In addition, there are 4,614 special education assistants in special schools, 8,880 in general school special classes, and 269 in integrated classes (general classes).
This column contains three sections outlining the Teacher Qualification Verification System and special education teacher training programs in South Korea. The first section introduces the current status of the Teacher Qualification Verification System. The second section contains the current status of special education teacher training programs, and the last section discusses the issue of special education training programs in South Korea.
Current Special Education Teacher Qualification Verification System
The current 4-year track Teacher Qualification Verification System began in the 1960s; it had to be changed several times by the demands of the times for about 50 years. Until the mid-1990s, only six universities trained special education teachers, but by 2003, the number had increased to 18. Recently, 1,602 special education teachers have been trained annually through 40 universities and 71 departments (e.g., Department of Early Childhood Special Education, Elementary Special Education, Secondary Special Education, Special Physical Education). Although the curricula of the 40 universities that train special education teachers are slightly different, most curricula provide an introduction to each disability category and a course on teaching strategies for children with various disability conditions during a 4-year college education period. Field experiences include observation, volunteering, and teaching support in natural classroom settings (Ministry of Education, 2020).
To acquire teacher qualification, students must complete at least six credits of teaching theory, six credits or more of teaching-related knowledge (e.g., the introduction of special education, practical training), and at least four credits of school field practice. In addition, those who wish to work in public schools must take the national board exam for special education even after obtaining a special education teacher’s license (Ministry of Education, Science and Technology Notice, 2008).
Before 2000, each Special Education Certificate was marked with the name of the disability, indicating that they were qualified to teach students with related disabilities. However, in January 2000, the Enforcement Rules of the Teacher Qualification Ordinance were revised and classified by school levels, such as kindergarten, elementary, middle, and high school. However, the disability level was not displayed. In the case of middle and high schools, the subjects that teachers can teach (i.e., mathematics, science, English, chemistry) are written on the special education certificate. For example, to become an early childhood special education teacher, in addition to the curriculum corresponding to the standard curriculum for special education teachers, the general kindergarten teacher curriculum (i.e., development, language education, social education, science education, and play guidance) must be completed. Similarly, elementary, middle, and high school special education teachers must take the special education standard and general education courses (i.e., mathematics, chemistry, physics, English, and social studies).
Current Status of Training System for Special Education Teachers
Training for special education teachers in South Korea is under the jurisdiction of the National Institute of Special Education, a national institution under the Ministry of Education in charge of special education, and the offices of education in each city and province. The types of special education training are mainly divided into qualification and job training.
Qualification Training Program
This training program is for full-time special education teachers. In South Korea, special education teachers who have passed the national board exam and have served for more than 3 years can receive the first-level qualification training program. After completing the first-level teacher qualification training, there is no compulsory long-term teacher training (National Institute of Special Education, 2022a).
The training period is unilaterally selected and notified by the provincial office of education to which the teacher belongs. Article 8 of the Special Education Act (Improvement of Teachers’ Qualifications) in South Korea stipulates that the state and local governments must regularly conduct education and training to improve the qualifications of teachers in special education.
The province office of education selects trainees according to regulations and informs the school to which the trainees belong. In that sense, qualification education is regular and compulsory training conducted according to national policy, not voluntary participation training conducted at the request of teachers. This qualification training program is a formal education set by the Ministry of Education. The process needs to be simplified, even if teachers want to refuse or postpone participation in the training. The provincial office of education to which the teacher belongs selects the training contents and instructors, plans the schedule, and conducts the training. The special education superintendent is often responsible for the detailed training operation.
In addition, according to the law, each training session requires 90 hr of training, and a minimum score of 60 on the assessment is required to qualify for the first level. Qualification training includes teacher leadership, student life guidance, and participation in the educational community. Most of these trainings are general and administrative content rather than field-friendly. Therefore, qualification education is regarded as formal and ritual training rather than an opportunity for professional development. It is because the contents of the training program have little relevance to the school field (Han, 2015).
Job Training
Job training aims for special education teachers to guide students with disabilities based on direct and specific examples obtained through the training. The training course and contents are determined by the training director (e.g., in the case of consigned training, it means the head of the entrusted institution). Accordingly, job training is mainly operated by the National Institute of Special Education, the provincial office of education, and university-affiliated education and training institutes.
According to the 2022 training plan of the National Institute of Special Education, which leads job training, 58 training programs are being operated. Eighteen training programs for teachers’ professional competency are provided (e.g., career and vocational support for individuals with disabilities, positive behavior support, practical instruction method, parental counseling, and human rights of individuals with disabilities). Two training programs are about information competency training using educational technology and assistive technologies for students with severe and multiple disabilities. Fourteen training programs are to improve the awareness of persons with disabilities, including the human rights of persons with disabilities for general school teachers and administrators. In addition, two overseas training programs for special education experts (i.e., exploring best cases of special education) and two overseas experience training programs in which families of students with disabilities participate were planned. However, those two programs were not held due to COVID-19. Sixteen are training programs in collaboration with other organizations, including integrated physical education guides for individuals with disabilities and methods of practical instruction for individuals with health impairments (e.g., epilepsy), and five other programs are related to the promotion of disability awareness for police and public officials (National Institute of Special Education, 2022b).
Issues Related to Special Education Teacher Training Program
The biggest challenge expressed by special education teachers during teacher training is the limited application of the knowledge learned through the university. Whenever there is a problem, teachers say they seek advice from their seniors or fellow teachers or find solutions together. The Ministry of Education of South Korea has supported various qualification training programs for the past half century so that special education teachers can acquire the necessary knowledge and experience in a changing educational environment. However, the controversy persists. Therefore, this section attempts to address issues surrounding special education programs in South Korea.
Issue 1. Field-Friendly Teacher Training Programs
Most teacher training programs are ineffective because they are perceived as not suitable and helpful in the field. As mentioned earlier, Korea’s special education Teacher Qualification Verification System integrates the areas of disability. Special education teachers teach students with disabilities of all categories (e.g., visual disabilities, hearing impairments, intellectual disabilities, learning disabilities, autism spectrum disorders, communication disorders, emotional and behavioral disorders, developmental disabilities, health disabilities, and physical disabilities). Although the special education certificate is called integrated by course, depending on the point of view, special education qualifications do not include characteristics of each disability area rather than integration by the course being issued. As a result, educational needs differ depending on the severity of the disability, and approaches to special education are inevitably different. However, South Korea has maintained the current system for the past two decades.
What is most urgently needed is a training program for teachers who teach students with comorbidity (e.g., individuals with visual and hearing impairments). In South Korea, severe and multiple disabilities are not included in the Special Education Act for Persons with Disabilities. According to special education statistics (Ministry of Education, 2020), it is expected that there will be about 26,870 (28.16%) students with multiple disabilities among persons eligible for special education (Han et al., 2021). As South Korea does not allow comorbidity, most special education certificate curricula and teacher training programs are divided into each disability category. However, a separate intensive course is required to teach students with disabilities with sensory and intellectual disabilities. Accordingly, for the first time this year, the National Institute of Special Education opened an introductory course (11 hr) and an advanced course (11 hr) on the method of practical instruction for students with blindness and deafness. However, more than four programs are needed.
The National Institute of Special Education and 16 cities and the provincial offices of education survey trainees according to the training course evaluation plan and comprehensively evaluate the training program by analyzing the survey results. Nevertheless, training programs far from the field are still in operation. It cannot be said that all training institutions have a feedback system that conducts self-evaluation and reflects the results for the development of the educational operation. Although it cannot function properly as a training institution, there are problems, such as continuing to receive accreditation as a training institution or failing to operate the training process as initially appropriately planned. Therefore, it is necessary to operate an institutional device to secure the quality and excellence of teacher training at the national level (National Institute of Special Education, 2022b).
Issue 2. Training Programs for Inclusive Education Teachers
As mentioned earlier in the status of special education recipients, 72.1% of general school students receive integrated education (Ministry of Education, 2022). Every year, inclusive education for students with disabilities of moderate or higher is increasing. In a special class in a general school, one teacher, excluding assistant teachers, per class is assigned regardless of the area of disability. Therefore, if students with severe disabilities wish to attend general schools, they will receive special education services first. This is because the number of disabled students per class is lawfully limited. Therefore, students with mild disabilities (e.g., primarily learning disabilities, emotional and behavioral disabilities, mild intellectual disabilities, and individuals who are at-risk) are often placed in inclusive education and do not receive adequate special education services.
Previous research has found that inclusive education greatly influences general education teachers and messengers of educational behavior (Brackenreed & Barnett, 2006). Inclusive classroom teachers’ understanding and teaching skills for students with disabilities are critical factors for successful inclusive education (Fuchs & Deshler, 2007). In addition, Lewis and Doorlag (2006) emphasized collaboration between general and special education teachers and shared responsibility and vision for students as critical factors for successful integration.
Reflecting this reality, in South Korea in 2006, a law was passed requiring students to take special education–related courses to acquire general teacher qualifications by the “Measures to Improve Teacher Training System for Reinforcing School Education” (Ministry of Education and Human Resources Development, 2006). Accordingly, universities have included Introduction to Special Education (two credits) as a required subject in the teacher training curriculum since 2009. However, two credits (30 hr) are not enough time to convey basic knowledge about disability and special education, so it is difficult to deal with the practical and specific content required in inclusive education (Han, 2015).
Conclusion
While the state aims to expand opportunities for teacher training and the autonomous operation of institutions, it is necessary to operate an institutional device to ensure the quality and excellence of teacher training to fulfill its public responsibility. For example, conduct a regular evaluation of training institutions, publish training institution ratings according to the results to induce good competition among training institutions, and apply measures to link evaluation results with financial support as used by the Organisation for Economic Co-operation and Development (OECD) countries. It is also a way to promote the quality improvement of training institutions.
The performance of special education teachers is directly related to the student-centered curriculum that meets the needs of students with disabilities guided in the educational field. So, as many teachers do, special education teachers also make various efforts to improve their curriculum and teaching in school classrooms. Special education teachers also require higher professional qualifications than regular teachers. To this end, it is necessary to develop the ability to implement special education teacher standards at the national level so that special education teachers can be used as the basis for improving professionalism and self-improvement. In addition, it is necessary to increase teaching expertise by improving the quality of the curriculum, providing excellent re-education for teachers after appointment, and activating class consulting rather than focusing on the mandatory training of special education teachers.
Footnotes
Acknowledgements
The author thanks Dr. Higgins and Boone for their ongoing support and encouragement. Also, this author appreciates my precious son, Been Jo, and husband, Ji-hoon Jo, who are committed to advancing the understanding of this work.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
This work was supported by the Soonchunhyang University Research Fund (No. 2021OOOO).
