Abstract
The purpose of this study is to explore the experiences and improvement needs of special education and general education teachers working in island and remote rural areas of Jeollanam-do, South Korea. In-depth individual interviews were conducted with three special education teachers and two general education teachers, all of whom had experience in these regions. The findings of the study are as follows: The analysis identified three main categories, eight subcategories, and 22 meaning units. Firstly, regarding educational experiences in island and remote rural areas, challenges in managing multi-grade classrooms, the potential for community-linked lessons, and the advantages of small student numbers, which facilitate such lessons, were identified. Secondly, with respect to working experiences, participants emphasized the need for improvements in official residence facilities, fairness in teacher assignments, and additional incentives for working in island and remote rural areas, such as special allowances and promotion points. The necessity of utilizing community resources in lessons was also highlighted. Thirdly, in terms of demands for special education support, both teacher and student support were identified as critical areas. To improve the quality of special education in island and remote rural areas, efforts should be made to maximize the advantages and minimize the disadvantages of these regions. Educational programs and support that reflect the unique characteristics of these areas are essential. Additionally, the study underscores the importance of conducting further research and providing administrative and financial support to enhance educational services and working conditions for special education in these regions.
Published Version
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