ABSTRACT

Facilitating Method of Evidence-Based Practice in Special Education and Its Application Effect in Job Functional Education

The purpose of this study is to investigate the overall perception, practice experiences and performances of the Evidence-Based Practice among special school teachers. Based on the results, I tried to find ways to settle Evidence-Based Practice in special education in order to enhance educational performance for students who need special education and to identify what the special education is. I also looked into the results of applying Evidence-Based Practice to vocational skill education. Furthermore, this study was carried out to find out the differences in performance experiences and performance ability of respondents by sampling 479 special school teachers and selecting 239 teachers among them through systematic sampling method.
As a result, there were statistically significant differences in general understanding of Evidence-Based Practice depending on special teachers’ final education level. The differences were shown in performance experiences as well depending on whether the teachers were homeroom teachers or not. Also, there was statistically significant differences in performance ability perceived by special school teachers depending on their final education level and work experiences.
Based on the results of the research, I tried to bring out how to establish Evidence-Based Practice in the field of special education for the benefit of the students. For this, 7 special education teachers who knew and applied Evidence-Based Practice were selected as the study participants and the interview with a focus group was conducted. As a result, a total of three categories and eight subcategories were derived.
The three categories were (1) Settlement plan of Evidence-Based Practice in terms of special education policy, (2) The way of settling Evidence-Based Practice in terms of unit-school, and (3) The way of settling Evidence-Based Practice in terms of special school teachers.
The purpose of special education emphasizes the need for special education which helps students fulfill desirable roles in society after graduation. For this, six students with intellectual disabilities were subjected to the Wilcoxon sign rank test. This was done by applying Evidence - based communication skill as the target teaching strategy into their choice practice in vocational education.
The results of this study were as follows: First, there was a statistically significant difference in the subcategories of job attitude and independence for career search and decision. However, there were not much differences in planning. Also, while there were statistically significant differences in the subcategories of self-understanding, information search, and desired job knowledge, there was no significant difference in rational communication. This differences were shown in career search and activity, which was a subcategory of behavior. Second, in order to find out the ability to do occupational performances, Evidence-Based practical teaching strategy on daily life was applied to the vocational course, which was an optional Barista course. There were seven subcategories : a coffee botany, a management of coffee machine, espresso, americano, milk-steaming, cappuccino, and service attitude and hygiene. Every participant showed significant differences in all subcategories. In order to acquire skills on the jobs, adopting Evidence-Based Practice and a customized curriculum for the disabled seemed very effective as students were able to practice repetitively until they fully get the knack of the skills they need to be Baristas.

Key Words: Evidence-Based Practice, Recognition, Performance Experience, Performance Ability, Student teaching, Focus group interview, Qualitative research, Job Vocational Education, Selection Practice, Barista Vocabulary, Job Performance ability.