The purpose of this study is to examine the educational experiences and perceptions of general teachers of high school credit system leading schools for special education students ahead of the full introduction of the high school credit system in 2025. to explore the impact.
The study participants were general teachers who worked for more than a year at a humanities high school where special classes were installed, and data were collected using semi-structured individual interviews. The collected data were analyzed according to Giorgi''s phenomenological data analysis method.
As a result of the research, there are four high-level categories: ‘Awareness of the high school credit system and special education’, ‘trial and error in the operation of the high school credit system’, ‘the demand for the establishment of the high school credit system’, and ‘the upcoming implementation of the high school credit system’ and 10 subcategories and 22 semantic units were derived.
The following are necessary for the education of students eligible for special education following the introduction of the high school credit system.
First, with the operation of the high school credit system as an opportunity, it is necessary to substantiate career and vocational education by supporting the career and academic design of special education students.
Second, it is necessary to organize and operate a special education curriculum considering the purpose of the high school credit system.
Third, research on evaluation management and completion standards for special education students should be conducted
Fourth, it was confirmed that it was necessary to create an inclusive school culture by improving the awareness of general teachers.
Lastly, in order to reduce the confusion of schools following the introduction of the high school credit system, related research for special education students should be actively conducted in the future.