Lee Mi-seon et al.: Special education for children

Special education can minimize the negative effects that disability can have on infants with disability or risk of disability. In infancy is a crucial time for building the foundations of human development, which has had a lot of impact throughout life. So it is very important that teachers recognize the individual characteristics and diversity of special education children and recognize them as one with unlimited potential. Special Education Laws on Disabled and Disability define it as “the learning that is appropriate for individual educational needs in a school where special education is not discriminated against by disability patterns, disability levels, but with peers.”. Since then, integration education has expanded into a physical, social, educational sense and has been reinforced by the Ministry of the National Office of Education for the Protection and Integration of Disadvantage of Disunity Education. The number of special education candidates is increasing each year, according to a special educational annual report in 2022, from 90,780 in 2018 to 95,420 in 1920 to 103,695 in the number of those who are trained. The number of infants active in child care, particularly the Ministry of Education, increased from 17,007 in 2018 to 19,906 in 2022 to a higher demand for special education at the infanthood level. Special infant education, which began with the 1994 special education Act, was initially conducted in special schools, special schools and children’s homes, but is now being conducted in disability-integrated children's homes and in general kindergarten and child’s home.

Korean title: 특수아동교육

Korean author: 이미선 외

Korean publisher: 양서원

ISBN-13: 9788999413216