This study aimed to identify the cognitive subtypes of children with borderline intellectual functioning (BIF) by analyzing their cognitive characteristics using the Korean Wechsler Intelligence Scale for Children Fifth Edition (K-WISC-V). Latent profile analysis (LPA) was conducted on 303 elementary and middle school students that were referred to learning clinics and university-affiliated research centers between 2022 and 2024, based on the five primary index scores of the K-WISC-V: Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed. The results revealed four distinct cognitive subprofiles among children with BIF: (1) Mild Intellectual Disability Profile, showing globally low performance; (2) Cognitive Efficiency Deficit Profile, characterized by relative weaknesses in working memory and processing speed; (3) Typical BIF Profile, with all indices ranging between 70 and 84; and (4) Average Cognitive Profile, showing overall average-level performance. Subsequent analyses examined whether significant differences existed among the subprofiles in the K-WISC-V subtest scores and identified specific strengths and weaknesses within each profile. This study is significant as one of the first in Korea to classify subgroups of children with borderline intellectual functioning through latent profile analysis, providing foundational data for developing both tailored educational interventions and systematic support structures for this population.
This study examined the effects of tablet-based virtual manipulative instruction on addition performance of elementary students with developmental disabilities; it mainly focused on two-digit addition with regrouping at the second-grade level of the national common curriculum and investigated whether explicit instruction using a virtual base-ten block tool from “Toctoc! Mathematics Adventure” would improve students’ calculation accuracy and promote transfer to a standardized math fluency test. A multiple-probe across participants single-case design was implemented with three elementary students with developmental disabilities. The independent variable was explicit instruction using a tablet-based virtual manipulative, and the primary dependent variable was accuracy on worksheets assessing two-digit addition problems with regrouping. The integrated level of the Basic Academic Skills Assessment-Mathematics (BASA-M) was administered before and after intervention to explore transfer effects to standardized math fluency. Visual analysis, Percentage of Non-overlapping Data (PND), and Tau-U were used to evaluate intervention effects. Results indicated that all three participants showed clear, immediate improvements in addition accuracy following the introduction of the virtual manipulative intervention—these gains were then maintained in follow-up probes one week afterwards. Across participants, the mean PND was 89.2%, indicating a moderate level of effect, and the mean Tau-U was 0.89 (p < .01), indicating a large effect size. However, pre–post BASA-M scores showed no meaningful change for any participant. Social validity data from students and special education teachers (interventionists) indicated high acceptability and perceived usefulness of the intervention, along with suggestions for improving the technical and instructional features of the virtual manipulative program.
This study aims to analyze the structure and evolution of research topics in Korean special education by applying topic modeling to articles published in The Journal of Special Education from 2002 to 2025. The dataset consists of 1,066 articles for which abstracts were available. Using a Python-based pipeline, the abstracts were preprocessed through normalization, morphological analysis with MeCab, removal of stopwords, and application of a custom noun dictionary. TF–IDF weighting and Latent Dirichlet Allocation (LDA) were then employed for topic modeling. The optimal number of topics was determined by jointly considering coherence and perplexity, resulting in k = 4 for Period 1 (2002–2009), k = 5 for Period 2 (2010–2017), and k = 6 for Period 3 (2018–2025). The results show that core terms such as education, students, teachers, disability, intervention, and programs consistently appeared across all periods, while the thematic focus shifted over time. Period 1 was characterized by studies centered on young children and students, as well as research on specific disability types. Period 2 showed an expansion towards school-based topics—including teacher perceptions, curriculum, and the effectiveness of interventions and programs. In Period 3, research themes became more diversified and differentiated—with an increased attention towards developmental disabilities, families and parents, career development and lifelong education, and competencies and assessment. This study provides a structured overview of longitudinal research trends in Korean special education based on large-scale abstract analysis and offers foundational evidence for future research directions, curriculum development, and policy discussions.
This study explored the educational support needs of children with severe-multiple deafblindness diagnosed with CHARGE syndrome and developed a transdisciplinary special education support model centered on professionals. Using a design-based research (DBR) approach, this study explored the educational support needs of children with severe-multiple deafblindness diagnosed with CHARGE syndrome and developed a transdisciplinary special education support model. Focus group interviews (FGI) were conducted with parents and practitioners to identify support needs. Based on the needs analysis, the researcher developed a cyclical support model consisting of initial assessment, planning, provision, monitoring, and evaluation. The model was implemented with eight children and their families, providing individualized intervention programs and family support. Individualized support plans established 36 short-term goals across developmental domains. The findings identified developmental progress in children and positive experiences among parents. Results indicated that 26 goals were achieved and 8 were partially achieved, yielding an overall attainment rate of 72.2%. Post-intervention interviews revealed positive parental experiences regarding the support received. Based on these findings, implications are discussed for establishing appropriate support systems for children with deafblindness.
This study aimed to operate a professional learning community (PLC) for the implementation of Class-Wide Positive Behavior Interventions and Supports (CWPBIS) among elementary-level teachers in a special school located in Gyeonggi province, as well as explore the implementation process and teachers’ experiences. Participants included eight teachers (four lead teachers and four assistant teachers) from four classes at School A, along with 24 students. Following the action research cycle, the PLC was conducted through two cycles consisting of the stages of planning, acting, observing, and reflecting. Cycle 1 focused on universal supports, including identifying and teaching expected behaviors and establishing and implementing reinforcement systems. Cycle 2 addressed the application of individualized supports. Data collected through field notes, group interviews, and individual interviews were analyzed qualitatively to examine the implementation process and teachers’ experiences. The research results first presented the overall implementation process of CWPBIS. Next, the experiences of participating teachers were presented, focusing on four themes derived through qualitative analysis: ‘changes in perspectives and attitudes toward behavior support,’ ‘benefits and challenges of collaboration,’ ‘enhancement of professional competence in behavior support,’ and ‘changes in students and classroom climate.’ Finally, based on the findings, this study presents a discussion, limitations, and suggestions for future research.
This study aimed to examine the effects of a generative AI-based emotion comprehension instruction on the emotion comprehension abilities of students with autism spectrum disorder (ASD). Students with ASD often experience limitations in producing emotion-related vocabulary and difficulties in understanding emotional situations and expressing corresponding behaviors, highlighting the need for systematic interventions in emotion comprehension. Accordingly, this study implemented a 20-session emotion comprehension program utilizing generative AI and analyzed its effects through both quantitative and qualitative methods. The participants were three middle school students with ASD from a special education classroom, and a single-subject AB design was employed. A total of 100 emotion vocabulary-based items—consisting of emotional situation expression, explanation of emotional causes, and facial and bodily expression—were used for visual analysis and Percentage of Non-overlapping Data (PND). The results indicated that Participants A and B showed a PND of 100%, while Participant C showed a PND of 94.4%, demonstrating high intervention effectiveness. The performance levels were also maintained during the maintenance phase. In addition, qualitative changes were observed—including the use of new emotion vocabulary, the application of modifiers, and the expansion of emotion comprehension categories and contextual understanding. These findings suggest that generative AI-based instruction can contribute not only to the acquisition of emotion vocabulary but also to the overall expansion of emotion comprehension. This study demonstrates that a generative AI-based emotion comprehension intervention can improve the emotion comprehension abilities of middle school students with ASD and suggests its practical applicability in special education settings.
This study designed, developed, and implemented a social skills instruction program based on Skillstreaming—an evidence-based social skills training program—for elementary school students with developmental disabilities preparing for middle school. This study’s purpose was to examine the effects of the program on these students’ social skills and resilience. The Skillstreaming-based social skills instruction program for the middle school transition developed in this study consisted of 16 sessions and was designed to enhance the social skills of sixth-grade elementary school students with developmental disabilities who were about to enter middle school. The participants in the study were 10 sixth-grade elementary school students with developmental disabilities attending four elementary schools in Gyeonggi Province, South Korea. To examine the effectiveness of the Skillstreaming-based social skills instruction program for middle school transitioning, a one-group pretest–posttest design was employed. To examine the effects on the dependent variables—social skills and resilience—three instruments were administered: the Social Skills Scale: Elementary School Student Self-Report Form, the Resilience Test, and the Social Skills Scale: Teacher Form for general-education classroom teachers. The collected data were analyzed using a paired-samples t-test. As a result, statistically significant improvements in elementary students’ self-reported social skills, as well as in teacher-reported social skills were seen. Furthermore, statistically significant improvements were also observed in resilience. This study holds significant importance in that it developed a social-skills-focused program necessary for middle school adaptation among elementary school students with developmental disabilities during the transition period and implemented it in an actual educational setting.
This study explores the potential for lifelong learning for individuals with developmental disabilities to move beyond institution-based programs focused on care and management toward community-based practical learning. Six adults with developmental disabilities participated as primary research participants. The study employed Participatory Action Research (PAR), adopting a cyclical process of planning, action, reflection, and revision rather than implementing a predetermined curriculum. Participants’ needs and issues arising during implementation were continuously reflected throughout the operation of the program. Data were qualitatively analyzed from the process in which participants with developmental disabilities planned and implemented a “home-style side dish making” project as part of a community support initiative. The findings indicate that participants’ learning experiences evolved from institution-led, school-like education toward practices closely connected to their everyday life contexts. Participants recognized side dish making as a concrete life task related to independent living and encountered practical challenges during the project, such as budget constraints and varying levels of cooking difficulty; through collaborative discussion and adjustment, they accumulated experiential learning. Furthermore, these experiences extended into cooking practices within their own households, demonstrating how learning became embedded in everyday life. Observations by residents and project staff also contributed to reconstructing prevailing perceptions of individuals with developmental disabilities. These findings suggest that lifelong learning grounded in learners’ lived experiences and implemented within community contexts can move beyond both protection- and management-oriented approaches. This study offers theoretical and practical implications for understanding lifelong learning for individuals with developmental disabilities as a community-based process of practice.
This study aimed to analyze domestic research trends in mental health interventions for individuals with autism spectrum disorder (ASD) in Korea. A systematic review was conducted on 12 studies published in Korean academic journals between 2009 and October 2025. The results indicated that research on mental health interventions for individuals with ASD in Korea has been limited in number and conducted irregularly over time. Most studies targeted elementary school–aged participants, included mixed-gender samples, and involved small sample sizes of five or fewer participants. Group comparison designs were most employed, and interventions were frequently implemented in small-group formats. Depression was the most frequently addressed mental health outcome, and physical activity and exercise–based interventions were the most commonly used. Intervention programs were generally based on therapeutic approaches and were primarily conducted in therapy rooms and community-based settings. More than half of the interventions were developed or modified to reflect characteristics of individuals with ASD; however, only a small number of programs were designed with mental health outcomes as their primary focus. These findings suggest that research on mental health interventions for individuals with ASD in Korea remains at an early stage and highlights the need for strengthened methodological validity, the development of mental health–focused interventions tailored to individuals with ASD, and more systematic verification of intervention effects.
The purpose of this study was to examine generational differences in conflict perception and conflict-handling styles among special school teachers, focusing on the MZ generation and the older generation. This study analyzed differences in conflict perception across conflict targets (parents, colleagues, students, administrators, and support staff) and conflict-handling styles according to relational hierarchies (superiors, peers, and subordinates). A total of 237 special school teachers participated in the survey. Conflict perception levels and conflict-handling styles based on Rahim’s(1983) model were measured and analyzed using descriptive statistics, independent samples t-tests, mixed-design repeated-measures ANOVA, and cluster analysis. The results indicated that MZ-generation teachers perceived higher levels of conflict than older-generation teachers, particularly in conflicts with colleagues, and showed higher tendencies toward avoiding and dominating styles. Conflict-handling styles also varied by relational hierarchy, with significant interaction effects between generation and hierarchy. Cluster analysis further revealed distinct patterns of conflict perception and coping strategies among teacher groups. These findings highlight that teachers’ conflict perception and handling are influenced by both generational characteristics and relational hierarchies within school organizations, providing implications for improving intergenerational communication and collaboration.
This study aims to explore special education teachers’ experiences and perceptions of utilizing Artificial Intelligence (AI) from two primary dimensions: the instructional process and administrative workload support. Focus Group Interviews were conducted with nine special education teachers recognized for their expertise in utilizing AI. The findings are as follows. First, regarding the instructional process, teachers enhanced the efficiency of lesson design and instructional material development through AI interaction while successfully developing data-driven IEPs and implementing personalized education. However, adverse effects emerged, including the students’ increasing dependence on AI and diminished attention spans. Second, in terms of administrative workload, AI improved time efficiency through automation, bolstered communication competency with parents, and provided emotional support for teachers. Conversely, concerns were raised regarding teachers’ over-reliance on AI, the technology’s inherent technical limitations, and risks related to both data security and privacy breaches. These results highlight that strengthening teachers’ pedagogical expertise and providing professional development in both AI technology and ethical literacy are imperative for the effective integration of AI within special education settings.
This study aims to identify research trends and provide foundational data for future support measures by systematically analyzing 27 domestic studies on the “lives and support of siblings of adults with developmental disabilities” published since 2015. Following the PRISMA 2020 guidelines, 27 articles from Korean academic journals published between 2015 and 2024 were selected. Frequency and content analyses were conducted using an analytical framework encompassing “general research characteristics” (publication year, journal field, research type, and participant age) and “research themes.” The results showed that research has surged since 2021, and qualitative research in the field of special education was predominant. It was identified that research was primarily focused on early adulthood (20s and 30s). The main themes include “psycho-emotional experiences” and “family and interpersonal relationships,” with “negative experiences,” “relationships with parents,” and “future caregiving” being addressed with high frequency. It was confirmed that only one practical intervention study has been conducted. These research results confirm the focus of domestic research, which approaches the psychological difficulties and parental relationships of non-disabled siblings in early adulthood primarily through “experience exploration.” At the same time, a significant lack of practical intervention research for non-disabled siblings was also observed. Accordingly, this study suggests the need for developing and verifying the effectiveness of intervention programs, expanding research subjects, and establishing practical policies.
This study analyzed trends in EdTech-based intervention research in South Korean special education to inform future research and practice. 41 studies published in domestic academic journals between 2015 and May 2025 were examined across four dimensions: (1) research information (publication year, research design), (2) participant characteristics (school level, disability type), (3) implementation (location, implementer, duration), and (4) intervention features (content type, tools, development approach, and intervention domain). Results indicated an increase in EdTech-based intervention studies since 2022. Most interventions were conducted by teachers in special education classrooms within general schools. Typically, interventions included 10 to 19 sessions, over four weeks, with each session lasting 31 to 40 minutes. In terms of EdTech content types, VR content was used most frequently, followed by AR, coding, and AI. As for EdTech tools, non-immersive devices such as tablets were the most frequently used, followed by immersive devices such as head-mounted displays (HMDs). Regarding development approach, most studies utilized pre-developed content rather than teacher-developed or modified. The most frequently targeted domains were social skills and emotional or behavioral areas. This study offers practical guidance by presenting the current landscape of EdTech interventions in special education.
This study conducted a qualitative case analysis on the design and implementation of an adult life education program for youth with borderline intellectual functioning (BIF) that utilizes university resources. Integrating Self-Determination Theory and Ecological Systems Theory, the FREE (Function, Resilience, Engagement, Empowerment) educational framework was developed and applied to structure the program. The program was implemented for 15 weeks (70 sessions) with nine BIF youth participants, all using the university’s human and physical resources. Data from learning journals, observation logs, meeting records, and social validity assessments were analyzed comprehensively. The findings revealed that the participants demonstrated positive changes in functional performance, emotional regulation, social participation, and self-determination. The university-based educational environment functioned as an ecological learning platform supporting functional, emotional, and social growth. These results suggest that the FREE framework offers a practical model for lifelong education that reflects the developmental characteristics and everyday contexts of BIF youth, thereby contributing to enhanced autonomy and quality of life.
This study examined the effects of visual schedules and self-monitoring strategies on the independent task performance of students in lower elementary special education classes. The participants were three male students enrolled in a special education class at an elementary school in Gyeonggi Province. A multiple probe across participants design was employed. The research consisted of four phases: baseline, intervention, generalization, and maintenance. The intervention was implemented using worksheets focusing on mathematics. Independent task performance was assessed from two perspectives: the frequency of independent behaviors and task completion quality. The frequency of independent task performance was measured using a partial-interval recording method, and task completion was evaluated based on the level of accuracy, the number of problems solved, and the number of teacher prompts. The results showed that all participants demonstrated both increases in independent task performance and improvements in task completion following the introduction of the intervention. These effects were generalized across different settings and were maintained after the intervention concluded. These findings suggest that visual schedules and self-monitoring strategies are effective in promoting self-directed learning in students in lower elementary special education classes. This study underscores the educational utility of these strategies as practical interventions that enhance both learning engagement and independent performance. Future research should examine the applicability of these strategies in inclusive classrooms and home environments and should include participants with more diverse disabilities and age groups.
Approximately 50-80% of children with Autism Spectrum Disorder (ASD) experience sleep problems, which significantly impact their emotional and cognitive functions, learning abilities, and the quality of life of their families. This study systematically analyzes 25 international sleep intervention studies to highlight the current status and characteristics of interventions for children with ASD. The findings indicate that sleep intervention research targeting ASD children has been actively conducted since 2017, predominantly employing group designs. Many studies focused on children aged 6-11 and were small-scale, with interventions primarily aimed at improving sleep issues, enhancing parental intervention skills, and boosting family quality of life. The analysis of intervention content revealed that behavioral interventions often involved positive bedtime routines and environmental adjustments, while physical activity-based interventions frequently utilized aquatic exercises. Interventions were mainly implemented at home and school, with parents and researchers as the primary executors. Finally, while social validity and intervention fidelity were assessed in some studies, they were limited, and although 56% of the studies tracked maintenance effects, studies evaluating generalization were lacking. Based on these results, implications for future research directions and tasks are discussed.
The purpose of this study is to examine the context and underlying reasons for the experiences of students with special education needs within the high school credit system in a general high school setting. Using a qualitative case study approach, this research aims to identify the specific support needs of these students. Data were collected from “B High School,” a designated pilot school for the high school credit system. Participants included 10 students with special education needs, 14 teachers, and 2 parents. Data analysis yielded three main categories, nine subcategories, and 26 meaning units. The three main categories were: (1) ‘Facing the High School Credit System with Insufficient Understanding,’ (2) ‘Experiencing the High School Credit System within an Entrance Exam-Oriented General High School,’ and (3) ‘Examining the High School Credit System through Personal Lived Experiences.’ Based on these findings, this study suggests the need for strengthened administrative and financial support, the guarantee of subject choice and active participation for students with special education needs, and the implementation of the high school credit system from an inclusive education perspective.
The purpose of this study was to investigate the factors affecting the resilience of low-experienced special education teachers working in elementary and secondary schools. To achieve the purpose of this study, in-depth interviews were conducted with 10 low-experienced special education teachers with less than 5 years of experience working in special schools or special classes at elementary and secondary schools. The results of the study are as follows. First, the personal factors affecting the resilience of low-experienced special education teachers were found to be personality characteristics, job-related beliefs, career choice motivation, career awareness, growth process experience, and use of self-regulatory resilience strategies. Second, the environmental factors affecting the resilience of low-experienced special education teachers were found to be the support system within the school(school administrators, head teachers, special education teacher colleagues, general education teacher colleagues, inclusive teacher colleagues, administrative director and special education support personnel, students with disabilities, parents of students with disabilities), support system outside the school(bystanders, senior special education teachers from other schools, family, friends, professional network), and administrative support system(school, office of education). Factors affecting the resilience of low-experienced special education teachers in elementary and secondary schools were found to be diverse, including not only individual personality traits but also personal growth experiences, people inside and outside the school, and administrative support systems.
This study systematically analyzes research trends in the curriculum for students with severe and multiple disabilities in South Korea from January 2012 to June 2025, with a focus on how trends correspond to national curriculum revisions. A total of 51 journal articles were selected from Korean academic databases and coded by publication year, research methodology, participants, and topic area. The findings indicate that research emphases shifted alongside policy changes, including a move toward core competencies after 2015 and digital literacy after 2022. However, the literature remained heavily concentrated on curriculum organization and reconstruction, while studies addressing individualized education planning, assessment, and inclusive education were relatively scarce. In addition, the evidence base was largely teacher-centered and dominated by qualitative and survey designs, limiting the accumulation of practice-based and efficacy-oriented findings. Future research should broaden underrepresented topics, diversify participants to include students, parents, and professionals, and employ more varied methodologies.
This study aimed to explore the educational meanings that emerged through the implementation of Korean language-based career education lessons in an elementary special class-seeking to bridge the gap between the growing emphasis on career education in elementary schools and the practical difficulties of implementing systematic career programs in special education settings. The researcher, serving as both the practitioner and the participant, adopted an action research methodology to pursue change and improvement in the educational field. The participants included the researcher (as the teacher), two students, and five experts. The lessons were conducted over six cycles (20 class hours in total) following the four stages of the action research process: planning–acting–observing–reflecting. Data collected during the implementation were analyzed through an integrative analytical procedure based on pragmatic eclecticism, moving inductively and deductively between empirical data and theoretical interpretation. The findings were categorized into three overarching themes: “Preparation: Planting the Seeds of Career,” “Effort and Growth: Nurturing the Roots,” and “Expectation: The Green Sprout Emerging from the Soil,” which were further divided into six subcategories. Based on these findings, this study presented the educational meanings and implications of implementing Korean language-based career education lessons in elementary special classes.
