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JESS

Journal of Education and Social Science

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Social science in education and curricular development receive wide attention by many researchers and educational institutions. Each social science has its own knowledge, information, skills, perspectives and methods of investigation. Selecting, organizing and presenting social science in textbooks is a major challenge for curriculum developers, for example. The objective of this journal is to bring together research contributions on the guidelines, design, specification, and implementation of rules, architectures, protocol for current and future technological innovation for education and social science.

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    The Special School Teachers’ Perception on Implementing STEAM Education for Students with Intellectual Disabilities
    Volume 2, No. 1, January 2021 | 6 pages| http//dx.doi.org/10.46410/jess.2021.2.1.03

    Authors

    Yungkeun Park, Joongbu University, South Korea


    Abstract

    Since STEAM education does not use a simple theoretical education method, it can induce interest of students, and through this, it is possible for students to take the lead in education. In addition, students will be able to cultivate problem-solving skills and creativity, and have the ability to apply knowledge in a changing society. Therefore, it is necessary to apply STEAM education, which was used only for general students, to classes for students with intellectual disabilities, which account for the majority of students with disabilities and are having great difficulties in cognitive skills. The research question to achieve the purpose of this study is to investigate current perception of educational practice as special education teacher, current perception of STEAM education as an alternative approach to traditional teaching, and the difficulties of implementing STEAM education. In this study, among teachers of special schools with intellectual disabilities, teachers who are conducting STEAM education were selected by purposive sampling. In order to develop the questionnaire, the current status of special schools with intellectual disabilities was considered, and related previous studies. The contents of the analysis of the interview results according to the research purpose were presented.


    Keywords

    STEAM education, Students with intellectual disabilities, Special school for students with intellectual disabilities, in-depth interview, teacher perception.


    References

    [1] C. H. Lee, “Smart Learning Strategy of STEAM Education,” Journal of Korean practical arts education, Vol. 25, No.4, pp.123-147, (2012)

    [2] H. H. Kim, “(A) study on instructional models of fine art education and teaching plan development applying Steam : focusing on 1st grade in arts highschool,” M.S. thesis, Department of education, Jungang University, Seoul, South Korea, 2016.

    [3] M. J. Kim, “Study of Arts subject-centered instruction method utilizing STEAM: focused on primary high-grade students,” M.S. thesis, Department of education, Jeju University, Jeju, South Korea, 2016.

    [4] G. Yakman, “STEAM Education: Using BADUK to each Purposefully Integrated STEM/STEAM Education, 37th Annual Conference International Society for Exploring Teaching and Learning Atlanta, USA, Oct. 11-13, 2007.

    [5] Lee & S. Jun “Introduction of STEAM based robotic camp model for the improvement of students' creative invention,” Proceeding of International Conference for Media in Education, 2011.


    Citations

    APA:
    Park, Y., (2021). The Special School Teachers’ Perception on Implementing STEAM Education for Students with Intellectual Disabilities. Journal of Education and Social Science (JESS), HolyKnight, vol. 2, 23-28. doi: 10.46410/jess.2021.2.1.03.

    MLA:
    Park, Yungkeun, et al “The Special School Teachers’ Perception on Implementing STEAM Education for Students with Intellectual Disabilities.” Journal of Education and Social Science, HolyKnight, vol. 2, 2021, pp 23-28. JESS, https://holyknight.co.uk/Articles/JESS/Vol2-1/3.html

    IEEE:
    [1] Y. Park, “The Special School Teachers’ Perception on Implementing STEAM Education for Students with Intellectual Disabilities.”Journal of Education and Social Science (JESS), HolyKnight, vol. 2, pp. 23-28, January 2021.