(Uluslararası Konuşmacı)

Kore Cumhuriyeti, Seoul National University of Education

 

Sunum Başlığı: Kendi Kültürünüze ve Sosyal Sisteminize Dayalı “Başarılı Geçiş Çıktıları” Elde Etmek için Neler Göz Önünde Bulundurulmalı?

[What to Consider to Make “Successful Transition Outcomes”  Based on  Your Own Culture and Social System]

 

Kore’de yetersizliği olan öğrenciler için geçiş hizmetleri, son yirmi yıldır iş eğitimine odaklanmıştır. İş bulma ve bağımsız bir yaşam alanına sahip olma, Kore kültürü ile ilgili olmasa bile, başarılı bir geçiş için anahtar bileşenlerden biri olarak kabul edilmiştir. Geçişte ulaşılabilir ve pratik hedefler belirlemek, eğitimciler öğrencilerin kültürel ve bireysel geçmişlerini göz önüne aldıklarında mümkün olabilmektedir. Bu sunumda, diğer ülkelerden farklı özel eğitim sistemlerini benimserken veya uyarlarken neleri göz önünde bulundurmak gerektiği paylaşılacaktır.

 

[Korean transition services for students with disabilities has mainly focused on job training for last two decades. Getting a job and having an independent living place have been considered as one of the key components for successful transition even though those are not relevant in Korean culture. Setting achievable and practical goals in transition can only be possible when educators consider students’ cultural and individual background. In this presentation,  I would like to share what to consider when we adopt or modify diffent special education systems from other countries.]

 

Minyoung Kim, Ph.D, is an adjunct professor of early childhood education and special education department, Seoul National University of Education. Minyoung’s research focus is mostly lifelong education for individuals with disabilities. Her early research interest was transition form school to work for students with intellectual disabilities. After working with adults with diabilities who have difficulties to find a job or maintian their jobs because of their challenging behaviors, Minyoung  recently practices applied behavior analysis (ABA) to improve students practical skills in their inclusive education settings and work places.

 

Minyoung was elementary school special educaiton teacher in Korea. She got Ph.D degree from University of Wisconsin-Madison. After her Ph.D degree, she worked as assistant professor in University of Nottingham Malaysia Campus from 2011-2013.  While she worked in different cultural background, she realized that each country’s unique culture and social system is the major key of constructing special education system . Thus, Minyoung’s 12 research publications are mostly focus on stakeholders’ awareness of transition and inclusive education in South Korea. She also interested in how professionals implement their specific roles in practice based on their own awareness of “the purpose of transition services” for students with disabilities.