Gyeonggi Provincial Office of Education, Nationwide First Operation... 521 Cooperative Instructors Deployed On-site
Special Education Sites and Parents Satisfied with 'Realization of Individualized Student Education'
The Gyeonggi Provincial Office of Education (Superintendent Lim Tae-hee) has become the first in the nation to introduce the ‘Special Education Cooperation Instructor’ system, significantly contributing to the learning participation and inclusive education of students with special educational needs within the province.
Gyeonggi Provincial Office of Education has become the first in the nation to introduce the 'Special Education Cooperation Instructor' system, significantly contributing to the learning participation and inclusive education of students with special educational needs in the province. Photo by Gyeonggi Provincial Office of Education
According to the Office of Education on the 18th, the ‘Special Education Cooperation Instructor’ system is part of the ‘Three-Year Plan to Revitalize Special Education in Gyeonggi’ promoted by the Office. This year, 521 instructors were selected and deployed to special education sites at the beginning of the first semester. Cooperation instructors conduct classes alongside lead teachers in special schools and integrated classrooms, actively supporting customized education for students.
Last October, the Office conducted a satisfaction survey on the operation of cooperation instructors among 602 staff members responsible for related tasks. As a result, 87% of the staff responded with high satisfaction, evaluating the cooperation instructor system as a policy that aids the operation of special education curricula.
In particular, many expressed that the system has high educational effectiveness in improving the learning participation rate of students with special educational needs and realizing harmonious inclusive education with non-disabled students. Additionally, it was noted as an advantage that teachers can closely observe and guide students during class time, leading to a reduction in challenging behaviors, and that cooperation instructors support meal supervision, guidance for returning home, daily life guidance, and off-campus experiential learning.
Overall, more than 90% of respondents expressed the opinion that the cooperation instructor system should be continuously promoted for the individual development and growth of students with special educational needs.
The Office of Education confirmed through the survey results that the cooperation instructor system serves as a practical support measure to alleviate difficulties in the special education field in Gyeonggi. Accordingly, it plans to actively strive to enhance the role and educational effectiveness of cooperation instructors through continuous satisfaction surveys and analysis of best practices, and to provide a better inclusive education environment for all by expanding and improving the system’s operation.
The cooperation instructor system is also welcomed by teacher organizations. Jung Won-hwa, Policy Director of the National Special Education Teachers’ Union, said, “Cooperation instructors, who hold teaching qualifications, provide customized education for students, allowing schools to feel the real support effect,” and added, “If efforts are made to relieve teachers’ administrative burdens related to operating cooperation instructors at school sites, the effectiveness of the cooperation instructor system will shine even more.”
Kim Sun-hee, Director of Special Education at the Gyeonggi Provincial Office of Education, stated, “We will support expanding customized learning for students and leading special education curricula more efficiently through the operation of the Special Education Cooperation Instructor system,” and added, “We will continue to actively work to enhance the substance of special and inclusive education and further improve the conditions of special education in Gyeonggi.”
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