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The purpose of this study is to identify the perceptions and educational needs regarding the key competencies required for special education teachers that are responsible for itinerant services in inclusive education. Through this, the study aims to provide insights for systematically supporting the competencies of special education teachers working in inclusive itinerant programs at special education support centers in the future. To achieve this, an online survey was conducted with special education teachers from 25 regional Special Education Support Centers in Gyeonggi-do, this survey is based on previous research related to the competencies required for itinerant special education teachers in inclusive education settings. The priority competencies required by all itinerant special education teachers responsible for inclusive education were identified as follows: understanding the characteristics and educational needs of students served by itinerant services, understanding the special education curriculum, curriculum restructuring, supporting the development and implementation of individualized education plans, direct teaching and learning support, behavior intervention support, and consulting with general education teachers. Additionally, differences in the priority of required competencies were observed based on teacher qualification and school level. Based on this study’s findings, the necessary competencies for all special education teachers responsible for inclusive itinerant education were identified, along with the differences in requirements according to the teachers’ qualifications and school levels. Policy implications regarding the competencies of special education teachers in inclusive itinerant programs were then discussed.
Jeon et al. (Mon,) studied this question.
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