엄수정 Su Jung Um , 유애란 Ae Ran Yoo

DOI: Vol.16(No.3) 1-33, 2015

This study, grounded in Disability Studies in Education, aims to interrogate the generally accepted assumption that special education is ‘for’ students with disabilities. This study explores how three college students with disabilities understand and interpret their experiences of special education in K-12 settings. Narrative forms of qualitative inquiry provide the framework for methodology of this study. Semi-structured in-depth interviews serve as the primary means of data collection. The findings show that the research participants conceive special education as the sole alternative to exclusive practices of general education, as a mechanism that exacerbates their materialization in schools, and as an education system that forces the ideology of normalcy. The narratives of the research participants are informed by dominant discourses of disability circulating in wider society, which justify exclusionary practices in education. Yet, their narratives produce some counter-dominant discourses that might challenge and dismantle the status quo at the same time.

장애학, 장애교육학, 특수교육, 지배담론, 반-지배담론, 내러티브 탐구, Disability Studies in Education, DSE, special education, dominant discourses, counter-dominant discourses, narrative inquiry

김선희 Sun Hee Kim , 정은희 Eun Hee Jeong

DOI: Vol.16(No.3) 35-59, 2015

The purpose of this study is to evaluate the satisfaction of parents of students with special needs for seasonal schools and analyze their requirements. This is a research study of a total of 253 parents of students with special needs attending the seasonal schools of the three special education institutions in Gwangju Metropolitan City. Results of this study are as follows. First, admission to seasonal schools is preferentially given to beneficiaries and the participation rate of students with severe disabilities is higher than that of students with mild disabilities. Seasonal schools are estimated to have positive effect on social development of students with special needs, stress relief of their parents, and formation of basic life habits of students through extending school life. Second, parents showed high satisfaction with seasonal school, particularly with management of attendance and safety, and compliance of teaching time. Student``s interest in seasonal school is also very high. However, they demand that their opinions be reflected in school programs. Third, They request the extension of seasonal school term, intergration program for their children``s social development and community adjustment, equal opportunity to enter seasonal school for non beneficiaries. In addition, even though the parents are content with pre-service special education teachers guidance at work, they expect in-service teachers to be involved in the school. The parents want to evaluate the seasonal school throughout classroom observations. In conclusion, the significant facts which derive from the results mentioned are discussed.

계절학교, 특수교육대상학생, 학부모의 만족도, seasonal school, students with special needs, satisfaction of parents

우정한 Jeong Han Woo

DOI: Vol.16(No.3) 61-80, 2015

The special education technology is an important means to complement·replace the distinctiveness of the students who have special education needs. Due to the universality of special education technology, there is no choice but to accept the overall technology development of special education as well. The purpose of this study was to analyze trends on special education technology research, published in scholar articles of special education from 2005 to 2014. Key words are used to collect of research are special education technology, assistive technology, rehabilitation technology. A total of 274 papers were selected to be analyzed research. Through this process, for special education technology research status by year, research form, disability area, age, dependent variables and the key words were analyzed. The results of the study were as follows; First, annual special education technology papers appeared to be rising overall trend followed in previous studies. Second, research form, dependent variables and study the target age group were studied widely then preceding research. And new studies for robots and the SNS had founded. From the results, various studies of the special education technology to facilitate learning and to improve the performance needs of special education students, but new technology must be taken into consideration whether it would be able to achieve special learning objectives of the students with special needs.

특수교육공학, 연구동향, special education technology, research trend

김영숙 Young Suk Kim

DOI: Vol.16(No.3) 83-108, 2015

The purpose and focus of this study is exploring recognize, difference of recognize and support needs of parents and facility practitioners towards sexuality of people with developmental disabilities. The research subjects of the study were 3 parents with developmental disabilities and 4 facility practitioners in disabled occupational rehabilitation. And the methods of study was in a qualitative research study which was conducted using an in-depth interview. Data was collected from the in-depth interview by transcribing the recording(open cording method) which was about disability awareness, sexuality and sexual needs and Sexual behavior, friendship and Reason relationship, marriage and have children, sexual education and support needs for awareness and attitudes of the 5 subjects were important to derive themes and form a phenomenological understanding of their experiences.. The results were as follows: First, disability awareness: parent and facility practitioners with disabilities showed insufficient understanding about disabilities. Second, the development of the disabled sexuality and sexual needs: Study participants had to acknowledge the achievements of sexual needs developmental disabilities and about Sexual behavior directly or indirectly act as showed by experience. Third, the friendship and Reason relationship : Parents and facility Practitioners were critical to recognize workers. However, parents are friends with the disabled children were negative for recognition as developing relationships with the opposite sex, or sexual relationship. Therefore, parents and facility Practitioners showed that there is a slight difference in perception. Fourth, marriage needs of people with developmental disabilities: Parents and facility practitioners had to admit, the parents were recognized as negative for the marriage of his disabled child. Also parents and facility practitioners were recognized as negative about children having developmental disabilities. Finally, participants were aware of the need of sexual education, but the parents were aware of the negative effects of sexual education for disabled children. And study participants for information, sexual education contents, sexual education methods and material support, quality management, Sexual education institutions offer an opportunity for facility practitioners, emotional and psychological support for parents and facility practitioners, etc. need to be presented.

발달장애인, 성, 부모, 기관종사자, 성교육 지원, developmental disabilities, sexuality, parents, facility practitioners, sexual education supports

박경란 Kyung Ran Park , 박미정 Mee Jung Park

DOI: Vol.16(No.3) 109-130, 2015

This study investigated the local practical cases of supports for special education in Korea and Japan to invigorate the operations of special education support centers in Korea and to sophisticate the supports for Korean special education. One center from each country was selected and each of their application contents was compared and analyzed with that of the other to deduct implications from four different perspectives. First, in terms of the eligibility, the supports for the special education support centers in Korea are equal regardless of the types of disabilities, while the supports are determined by the types of disabilities in Japan. School consulting system in Japan contributes to the professionality of faculty in regular schools. Second, in terms of the contents of the supports, Korean system focuses on the functions of ‘assessment’ and ‘itinerant education’, while Japanese system emphasizes the need for professional workers in school education and for supporting admission and consultation for students and their guardians. Third, in terms of professionality of faculty organization, Korean system is composed of special instructors and therapists, while Japanese system is composed of special instructors, professional consultants, and university professors. Lastly, in terms of database management, the data stored as a record of center operations in Korea is quite insufficient, while related data is well maintained since the foundation of the center in Japan.

특수교육지원, 특수교육지원센터, 특별지원교육, Supports for Special Education, Special Education Support Center, Special Support Education

표윤희 Yun Hui Pyo

DOI: Vol.16(No.3) 131-158, 2015

The purpose of this study was to examine the effects of a collaborative team approach interventions model on the gross motor daily living activity ability and the IEP goals of students with physical disabilities. Twenty-eight students with physical disabilities, twenty-seven special educators, four physical therapists, thirty-one paraprofessionals, and twenty-eight parents participated in this study. They were assigned to one of the experimental or control group. The collaborative team approach intervention model was implemented for nine months. Independent t-test was used to analyze the differences between two groups. The results showed that there was a significant difference in the effects on the the gross motor daily living activity ability between the experimental and the control group, and that IEP goals of experimental group were accomplished. Finally, discussions, implications and future directions of the collaborative team approach practices were presented based on the results of the study.

협력적 팀 접근 중재 모델, 운동능력, 개별화교육목표, collaborative team approach intervention model, gross motor ability, IEP goal

정경희 Kyeong Hee Jung , 정훈영 Hoon Young Jung

DOI: Vol.16(No.3) 159-186, 2015

This study is going to find the effects of health and physical program by PAPS-D on the improvement of the basic physical strength of students with physical disabilities by physical strength factor. Based on the above objectives, it attempted to apply the health and physical program by PAPS-D to students with physical disabilities and find the effects on the improvement of cardio pulmonary function, muscular function, quick adaptation and flexibility in basic physical strength. For this, through the multiple baseline across subjects experiment on 3 students with physical disabilities at the chronological age of 12～15, 4 areas were tested in the baseline and a health and physical program composed of 40 classes for 20 weeks was devised, applied and guided for the intermediary period, and the maintenance test was performed to evaluate the maintenance effect of mediation 4 weeks after mediation completion according to the health and physical program. As a result, it was shown that the health and physical program by PAPS-D improved cardio pulmonary function, muscular function and quick adaptation in basic physical strength of students with physical disabilities by physical strength factor. However, it did not acquire significant improvement on flexibility.

건강체력 프로그램, 지체학생, 기초체력, PAPS-D, health and physical program, students with physical disabilities, health and physical

김경화 Kyeong Hwa Kim

DOI: Vol.16(No.3) 187-202, 2015

Along with that college attendance of students with disabilities become more universal, there is an increasing attention to which university students with disabilities attend. Since higher education is recognized as being very important to economic and social mobility in modern society, the prestige of one’s alma mater become more significant. Also, research indicates that many of students withhearing impairments and deaf who complete high school and pursue postsecondary education experience difficulty remaining in and completing postsecondary programs. However, this concern is mostly drawn from students with hearing impairments and deaf attending mass universities or less selective universities. Considering more students with hearing impairments and deaf will go to higher education and postsecondary schooling sorts masses of youth for vastly different occupational and social opportunities, it is important to understand how they are doing in these universities. Therefore, the purposes of the study were to identify the demographic characteristics of students with hearing impairments and deaf entering competitive colleges and to examine how they were doing in these universities. To fulfill the purposes of the study, the survey was implemented toward freshmen with hearing impairments and deaf admitted through special admission among the top 1-100 4-year colleges. According to the results obtained from 60 surveys, the participants reported they were adapted neutrally. In addition, the lowest subarea among the four college adaptation areas was personal-emotional adaptation. While there were no significant differences among personal variables such as type of high school and level of severity, there were significant differences in such personal variables as gender and occurring period of disability.

청각장애대학생, 대학생활 적응, 1-100권 4년제 대학, freshmen with hearing impairments and deaf, college adjustment, top 1-100 universities

이현화 Hyun Hwa Lee , 윤병천 Byeong Cheon Yoon

DOI: Vol.16(No.3) 203-223, 2015

The study is on the analysis of code-switching types of Korean Sign Language·Signed Korean that occurs when a Deaf and a hearing person with certified sign language translation ability talk to each other and on the analysis of the reason for the code-switching. In the study, a figure「Frog, Where Are You?」has been presented to 4 Deaf and they were asked to describe it to a Deaf and a hearing person, and to make a conversation. The procedure was recorded in a video as a study material, transcribed through ``ELAN 4.6.2``, and analysis was made on it. Followings are the results of the study. First of all, the type of code-switching exhibited 3 types: additional Korean word classes, transition to Korean phrase, and transition to finger spelling. In 24% of the cases, Korean word classes are added, in 22% of the cases, Korean phrase transition was occurred, and in 54% of the cases, transition to finger spelling occurred, which was obviously the most frequently viewed. Korean word classes added in the process included Korean verbs of ‘to do’ and ‘to become’, and other postpositions and adverbs. Secondly, the reasons that code-switching occur with a Deaf were classified into 5 categories: understanding of the context, transferring of correct messages, checking, educating, and the hearing person. The design of the study, in which a speaker let a hearer understand the picture story and then talk about it freely in a dialogue, showed that understanding and transferring of correct messages most frequently appeared to be the reason.

농인, 한국수어, 유사수어체계, 코드 스위칭, Deaf, Korean Sign Language, Signed Korean, code-switching

김정민 Joung Min Kim , 차태희 Tae Hyi Cha , 김현호 Hyun Ho Kim , 이민희 Min Hee Lee , 이주미 Ju Mi Yi , 장윤희 Yun Hee Jang

DOI: Vol.16(No.3) 225-249, 2015

The purpose of this study was to synthesize the application(App) based intervention literature for students with disabilities. To reach the purpose and search the literature in Korea and abroad that is related to this subject. Through the search process with the criterion of inclusion, a total of 35 studies resulted. According to the analysis process, overall characteristic were established and calculations of the effect size were done (PND, PAND) with 31 single subject design studies(two studies were excluded), as well as the implication provided regarding how to develop or extend it for students with disabilities were considered. According to the result, 145 students with disabilities were included in 35 experimental studies. Most of the studies`` reliabilities were high (ranged 90-100%), however, only a few studies included social validity, intervention fidelity, and a generalization stage. For the characters, 14 studies used App that were to increase academic skills (e.g., math, language), 8 studies were used for increasing the daily skills, and 5 studies were used for communication method (e.g., AAC). Intervention methods used were mainly two, one was self-instruction in (14 studies) and the other was direct instruction by teachers or authors (17 studies). The types of App were mainly commercial App in (19 studies) or developed a specific App by the author or professionals only for the study in 16 studies. 23 studies of applications’ OS supporting types were IOS based and 11 were Android based App. The effect size was overly high (PND=94.66, PAND=91.18). The most effective independent application was problem-solving and Job-related skills was resulted medium effect size(PND=88.33, PAND=78.43). Also, discussion and implication were provided based on the review of these studies.

앱활용, 모바일, 스마트폰, 장애, 중재, 실험연구, 고찰, 동향, 문헌연구, 효과성, Application, app, Mobile, Smartphone, Disability, Intervention, Experimental study, Review, Trends, Synthesis study, Effectiveness

김일수 Il Soo Kim , 박재국 Jae Kook Park , 김은라 Eun Ra Kim

DOI: Vol.16(No.3) 251-272, 2015

The purpose of this study was to investigate the recognition of special education teachers on the career resilience. To this end, 148 special education teachers who were working at the special or general school were asked to completed to the SECRS questionnaire. The results were as follows. First, the level of recognition of special education teachers on the career resilience was more or less higher than the average. In detail, the level of the ‘theme acceptance’ domain was lowest. As well, there were items of which level were significantly higher or lower than the mean score. Second, there were statistically significant differences according to the sociodemographic variables such as the grade of school and scholarship. Third, there were the positive correlations among all of the domains of career resilience. Based on these results, various discussions and practical suggestions to improve the career resilience of special education teachers were made.

특수교사, 직업탄력성, 인식, special education teacher, career resilience, recognition

김영걸 Young Gull Kim , 김남진 Nam Jin Kim , 김경일 Kyeong Il Kim

DOI: Vol.16(No.3) 273-295, 2015

The purpose of this study was to identify characteristics of metacognitive reading strategies of underachievers in reading and general students respectively. Concrete purposes of the study were as follows: First, to make a comparison of the features of reading strategies between underachievers in reading and general students. Second, to identify features of reading strategy of underachievers in reading based on gender and grade. Third, to identify features of reading strategy of general students based on gender and grade. For this study, 543 elementary school students from 4th to 6th grade(93 underachievers and 450 general students) were employed and tested by ``Metacognitive Reading Strategy Checklist``. The data analysis method were t-test and two-way ANOVA. Theresults of this study were as follows.First, the extent of using metacognitive reading strategies of underachievers in reading was lower with relevance than those of general students by regarding process, gender, and grade. Second, in comparisons of genders and grades, there was no difference in relevance among underachievers in reading. Third, in comparisons of genders and grades there was difference in relevance among general students. Based on this results, some suggestions were provided for teaching underachievers in reading.

초인지 읽기전략, 초인지 읽기전략 체크리스트, 읽기부진학생, 입반학생, metacognitive reading strategies, metacognitive reading strategy checklis, underachievers in reading, general students

권순우 Soon Woo Kwon

DOI: Vol.16(No.3) 297-319, 2015

This study aims to identify the current status of recreational activities as well as constraints to recreational activities of university students with hearing impairment thereby providing measures for appropriate support of recreational activities and foundational data required to develop recreational activities programs. The conclusions obtained through this study are as follows. First, university students with hearing impairment are participating in various recreational activities and enjoying university life by spending their time on recreational activities. Second, difficulties of communication and time and economic constraints were determined as main factors to limit recreational activities of university students with hearing impairment. To overcome these constraints, difficulty of communication was overcome by aid of friends or sign language interpreters while time constraint was resolved through doing activities in weekend and economic constraint was overcome through spending frugally. Third, recreational, physical,and social satisfactions were determined as the main factors to continue their recreational activities. However, subjects concerned the negative effect of recreational activities on their study due to the lack of study time. Fourth, as support measures for recreational activities, 1) expansion of various programs that can be participated regularly, 2) reduction in high cost for recreational activities, 3) providing a wide range of recreational activities, 4) providing programs that can be shared by non-disable and disable persons together, 5) selection of places that can be accessed easily for recreational activities, and 6) financial assistance to recreational activities for low income families.

여가활동, 의사소통, 청각장애, Communication, hearing impairment, recreational activities

김학범 Hak Bum Kim , 박승재 , 차정호 Jeong Ho Cha

DOI: Vol.16(No.3) 321-336, 2015

The purpose of this study is to analyze perception of special educationteachers who teach science in their schools on the learning situation of students with visual impairments through scientific inquiry in a darkroom. Twelve special education teachers who attended the Gwacheon National Science Museum workshop volunteered to participate in the darkroom scientific inquiry activities. They were encouraged to explore individually models of ``the structure of eyes`` and ``the molecular structure of ice`` freely, and had a discussion with a one of the researchers during the activity. All the conversation and discussion were audio-taped and a short survey on the darkroom activity was also administered. As a result, special education teachers who thought that they knew well the learning situation of students with visual impairments now recognized that their understanding had been superficial and that they were really lacking in understanding. They also understood unusual behavior of students with visual impairments by doing same behavior unintendedly in the darkroom. As the participants emphasized the importance of learning aids, they also suggested methods for teaching scientific concepts and preparing learning aids with consideration of students`` visual impairments. Finally, the scientific inquiry in the darkroom can be proposed to give special education teachers a meaningful experience to understand learning situation of students with visual impairments.

특수교사, 과학적 모형, 시각장애학생, 암실 속 과학탐구, special education teacher, scientific model, students with visual impairments, scientific inquiry in the darkroom

윤광보 Kwang Bo Yoon

DOI: Vol.16(No.3) 337-360, 2015

This study was performed to explore improvement proposals for issues that arise from the notification of special education curriculum with a certain amount of time lag after the notification of elementary and middle school curriculum. For this, we examined regulations that form the ground rules for notification based on the characteristics of special education curriculum and ground rules of elementary and middle school curriculum, investigated its problems and searched for countermeasures. In addition, we examined the applied notification methods according to each terms of revision in special education curriculum, and explored measures of simultaneous and combined notification of special education curriculum together with elementary and middle school curriculum. The study result is as follows. First, Article 3, paragraph 2 of the enforcement regulation in special education law for disabled people must define the mandatory obligations of the school concerning implementation of curriculum, the state and local authorities`` right to establish standards for the curriculum, and the minister of education``s right to decide on the school curriculum. Also, existing regulations on the basiccurriculum should minimize government intervention in order to allow various forms of curriculum development. Second, as the most practical measure of conducting combined and simultaneous notification of special education curriculum with the elementary and middle school curriculum, we suggested to bind special education curriculum with that of preschool, elementary and middle school and notify as ``national curriculum`` or ``preschool and school curriculum.``

특수교육 교육과정, 교육과정 고시, Special Education Curriculum, Curriculum Notification

류현 Hyun Ryu , 이해균 Hae Gyun Lee , 주혜선 Hye Sun Joo

DOI: Vol.16(No.3) 361-380, 2015

This study analyzed difficulties in transcribing mathematics textbook into braille, and found strategies for improvement. For this purpose, high schoolmathematics Ⅱ textbook was selected for analysis on types of materials and difficulties in transcribing. A frame for this analysis was formulated based on review of relevant studies and an expert meeting. Then this study found strategies for improvement of transcribing mathematics textbook into braille based on review of relevant studies and the expert meeting. Almost all materials in the high school mathematics Ⅱ textbook are formulas. Formulas, drawings, graphs, photos, tables are presented frequently in order. 56.3% of formulas, 92.8% of tables and all of graphs, illustrations and pictures are difficult to transcribe into braille. The braille transcriber, mathematics specialist and specialist of education for students with visual impairments should participate in transcribing mathematics textbook into braille and mathematics code of Korean braille notation should be revised for improvement of transcription.

시각장애, 수학 교과서, 점역, visual impairment, mathematics textbook, braille transcription

김진호 Jin Ho Kim , 이성용 Seong Yong Yi , 차재경 Jae Kyoung Cha

DOI: Vol.16(No.3) 381-405, 2015

Current prevalence estimates suggest that between 2 and 20% of the school age population are at risk for emotional and behavioral disorders(EBD), with less than 1% of students receiving special education services under the label of EBD(Lane et al., 2009). The purpose of this study was to review the research literature for children at-risk for EBD and to provide information and suggestionsfor future research and practices. A systematic search of the literature from 2000 to 2014 revealed 16 experimental studies published in major special education journals within the foreign countries(specially the United Sates) and South Korea. This study analyzed the 16 selected studies in terms of 9 analytical variables: participants, screening tools, research settings, experimental design, training program and strategies, target skills, method of measurement, reliability(treatment fidelity, inter-observer reliability, social validation), results(ie. effects, maintenance, generation). The findings of this study were described in detail based on the 9 analytic variables. Implications, limitations, and directions for future research are discussed.

장애 위험아동, 정서, 행동장애 위험아동, 문헌 고찰, at-risk, children at-risk for emotional and behavioral disorders, review of literature

백종남 Jong Nam Baek

DOI: Vol.16(No.3) 407-427, 2015

This study was designed for finding out demands of parents on lifelong education for students with developmental disabilities. The participants of this study were 260 parents of students with developmental disabilities selected in 6 special schools in C and D districts by a purposeful sampling. Results of this study were as followings: (1) Parent’s demand level on lifelong education of students with autism and cerebral palsy is more higher in comparison with intellectual disability, and students with severe disability is more higher in comparison with mild. (2) All parents of students with developmental disabilities consider reason of need on lifelong education as social participation, however, parents of students with severe disability consider it as leisure and habit. (3) Parents of students with intellectual disability demand various types of program, whereas parents of students with cerebral palsy and autism mostly need daily life practices. Parents of students with mild disability demand employment and vocational education, whereas parents of students with severe disability demand daily life skills. (4) Parents of elementary school students prefer to special school and community educational institutes as a places of a lifelong education, whereas parents of students in over middle school prefer to vocation educational institutes. (5) Parents of students with cerebral palsy more emphasis on public responsibility than personal responsibility in comparison with parents of students with intellectual disability or autism. This study may be useful to administrators and providers of lifelong education services for understanding demands of the parents of students with developmental disabilities. Lastly the implication, limitation and suggestion for following research were presented.

발달장애, 평생교육, 특수학교, 학부모, 요구, developmental disability, lifelong education, special school, parents, demand

정민주 Min Joo Jeong , 이숙정 Suk Jeong Rhie

DOI: Vol.16(No.3) 429-456, 2015

In the field of education for people of profound intellectual and multiple disabilities(PIMD) of the UK and Germany has emerged MSSTTM and MSGETM in recent international issues. It focuses on early literacy ability, as well as cultural participation and self-realization of people with PIMD through the literary activities such as storytelling. This study aimed at examining the early literacy-related reactive behaviors of students with PIMD, when they are exposed to ``Mehrsinn Geschichten`` of the traditional fairy tale 「Kongji and Patzzi」. The subjects of the study included three students with PIMD. The ``Mehrsinn Geschichten`` of「Kongji and Patzzi」developed by this researcher was equally delivered to each of the students during five sessions. The students`` early literacy-related reactive behaviors were videotaped, recorded and then analyzed. The students`` early literacy-related reactive behaviors were analyzed based on the Affective Communication Assessment (ACA) on each of the students. The results were classified as: reactive behaviors according to sentence in each session; positive and negative reactive behaviors over entire sentences; and categories of positive and negative reactive behaviors over entire sentences. First, as for the students`` reactive behaviors according to sentence in each session, the students felt unfamiliar with the story at the beginning, but felt familiar later. Second, the reactive behavior of the entire story sentences were more or less by the rate of change and difference in student behavior. Positive action has increased as the session continued, the latter half showed a decline. On the other hand, negative effects act decreased as the session continued, the latter half showed a slight increase. Third, categories of positive and negative reactive behaviors over entire sentences included facial expressions, gestures, movements, and vocalizations. This study found that students with PIMD can acquire earlyliteracy ability.

다감성적 스토리텔링, 중도, 중복장애학생, 초기 문해 능력, Mehrsinn Geschichten, students with profound intellectual and multiple disabilities, PIMD, early literacy ability

권기홍 Ki Hong Kwon , 고은지 Eun Ji Ko

DOI: Vol.16(No.3) 457-479, 2015

The purpose of this study is to investigate the recognition and utilization of the NEIS individualized education plan of teachers in special classes in 2015. For the purpose, the samples of this research have been collected from 93 teachers in special classes in D city. The results of this study are as follows: First, it is shown that the form from the use of the NEIS individualized education plan, the written time and management are effective. Second, it has become convenient for management of individualized education plan and transferring data is easy for shifting district. But, it is shown that the problem data modifications difficult and off-line work not possible. For better use NEIS individualized education plan have to improve system, to require the operating instructions, to expand educational opportunities of teachers in special classes.

특수학급, 나이스, 개별화교육계획, special classes, NEIS, individualized education plan