Policies and Issues Surrounding the Identification of Students with Learning Disabilities in South Korea

Autor/inn/en	Choi, Nari; Shin, Mikyung; Cho, EunMi
Titel	Policies and Issues Surrounding the Identification of Students with Learning Disabilities in South Korea
Quelle	In: International Journal of Special Education, 32 (2017) 2, S.439-457 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Educational Policy; Disability Identification; Learning Disabilities; Foreign Countries; Special Education; Definitions; Educational Legislation; Federal Legislation; Equal Education; Evaluation Criteria; At Risk Students; Professionalism; Special Education Teachers; South Korea + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Learning handicap; Lernbehinderung; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Begriffsbestimmung; Bildungsrecht; Schulgesetz; Bundesrecht; Professionalität; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Korea; Republik
Abstract	The definitions and educational policies related to learning disabilities have been updated throughout the last two decades since the passing of the Special Education Promotion Act (1994) in the Republic of Korea (South Korea). In particular, the definition of learning disabilities was entirely revised in the Special Education Act for Individuals With Disabilities and Others in 2008. Additionally, guidelines for selecting students with learning disabilities were introduced by the Ministry of Education, Science, and Technology in 2010. With the help of special education policies and government guidelines, students with learning disabilities started to receive special education services. However, identification and evaluation of learning disabilities are still controversial issues in South Korea. This study reviews South Korea's special education policies and practices for identifying students with learning disabilities. This study also provides policy recommendations for improving current practice. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01