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2015-02-25 (Vol 12, No 2)

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(3-7) The Analysis of Difference on Validation of Measurement Scale to Practical Knowledge of Special School Teachers according to Type of School with Disabilities

<Abstract>

The purpose of this study was to analyze of differences on the validation of the measurement scale of the practical knowledge of the special school teachers according to the type of school with disabilities. The 2,049 teacher with 135 special schools who were working on the five types of special school, such as school for the blind, deaf, mental retardation, physical disabilities, and emotional disorder over South Korea were participated for this study. The questionnaire with 97 questions was developed by researcher based on Elbaz(1980)¡¯s theoretical framework and Hong(2005)¡¯s the necessary statement to develop the practical knowledge. The numbers of the factor analysis and deleted items were less than two. The subject contents knowledge part in the contents of practical knowledge was different based on the type of school with disabilities. Therefore this study concluded that the practical knowledge scale except the subfactor, the subject contents knowledge part in the contents of practical knowledge, was validated to all special teachers regardless of the type of school with disabilities.

Key words : practical knowledge scale, special education, special teacher,validation for type of disabilities
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