부산대학교 도서관

A Comparative Study on the Curriculum of Education for Intellectual disabilities in South Korea and China Written by: Wang, Ying Department of Special Education Graduate school of Woosuk University Directed by: Prof. Chung Jae Kweon Ph.DIn this paper, the general setting of curriculum and some specific courses of school education for intellectual disabilities in Korea and China are compared and analysed respectively. The differentiations on the curriculum of school education for intellectual disabilities between two countries are pointed out, and some mutual improvement solutions for two countries are provided. The detailed contents are following,First, there are some differentiations on education objective in elementary and middle schools between the two countries as following. Due to different the state systems in two countries, personal capabilities and qualification as democratic citizens and world citizens are attached importance to in South Korea, instead in China the love for motherland and the education on socialism society thoughts and feelings are emphasized. The differences in education curriculum schedule in two countries are: 34 weeks' classes in one academic year are the served as a norm in South Korea, and these courses are consisted of teaching classes, discretion activities, special events, etc. 10 courses in total. There are 40 mins during one class in primary school, 45 minutes in junior middle school and 50 minutes in high school. The minimum duration of one class is prescribed in the class layout. The situation is 35 weeks' classes as a benchmark in China, and there are general courses and elective courses, two categories. The duration of each class is 35 minutes, and 5 minutes break is added for beginner grades. Second, comparisons on some specific courses in intelligence disabilities school education in two countries. Language, maths, social course and some other coures are all targeting at cultivating students's knowledges and skills for daily living and social life. There are 3 course stages in South Korea generally, while the courses are named as life Chinese, life maths, social life in order to emphasize the purpose of course. Sports, music, art, etc courses are setting for helping students adapt themselves to society better in future, two countries pay attention to the improvement in physical and psychological health of the students, to the cultivation on imagination, creativity and the ability to express themslves. The same objectives of vocational education in two countries are both helping disabled students live normal and better in future, through providing more professional skills and knowledge to students. Schools for disabled attached more importance on practical internships for higher vocational education level.In this paper, some suggestions are proposed base on conclusions got from the comparision on the education for intellectual disabilities in China and Korea.First, set up normative education system for the instructors who conduct teaching practice, give more detailed explanation on the issues of the courses more, and provide basic education materials related in Korea. On the other hand, combine education courses and actual life to make the students understand the contents of the course better, which may inspire the student' interest in that. Second, vocational education for students with intellectual disabilities should be emphasized. Recently the students with intellectual disabilities have facing a problem of unemployment after their graduations in China. Current curriculum setting of vocational education in intellectual disabilities schools are now labor skills and handmade and so on. Other courses contains necessary basic skills for social life and vocational skills which are suitable for intellectual disabilities should be added into the curriculum, so that these courses help the students get better job after their graduations.