Development of a Special Class Curriculum Operation Model for Students with Special Needs in General Schools According to the High School Credit System

Abstract

Purpose: The purpose of this study was to develop a special class curriculum operation model forstudents with special needs in general schools according to the implementation of the high schoolcredit system policy. Methods: A Delphi survey was conducted targeting a total of eight secondary special teachers andsupervisors who had experience about the credit system to review the validity of the model. Results: Based on the results of a preliminary survey to collect expert opinions on the directionof model construction, first, the core elements to be considered when promoting the high school creditsystem, including career guidance, were included as a propulsion system. Second, regarding the typeof operation, discussions were conducted on the appropriateness of the name depending on the overallmeaning, the clarification of the distinction between subject support type and cooperative teachingtype, and the possibility of opening open type courses that reflect the demand of students withoutdisabilities. The compositions of the model are an overview of the model, presenting the vision,operation goal, and promotion strategy. Moreover, the operation type is inclusion implementation type(subject support type, cooperative teaching type, open type) and special class independent type(independent type, visiting type, association type). As for the propulsion system, content elementsrelated to curriculum organization and operation, career and study design guidance, classes andevaluation, school culture and operation innovation, and credit system creation were developed. Conclusion: Based on the results of the feasibility review of this operation model, implications oforganizing and operating the special class credit system curriculum for students who need specialeducation in general schools were discussed.