Perception, Challenges, and Support Needs in Operating After-school Programs by Public Kindergarten Special Education Teachers : Focused on the Gyeonggi Province Region

Purpose: This study explored how early childhood special education teachers manage after-school programs for children with special needs, focusing on their perceptions, challenges, and support needs. Method: For this purpose, individual interviews were conducted with eight early childhood special education teachers who manage after-school programs in public kindergartens in Gyeonggi Province. The interviews were analyzed using the constant comparative method. Results: Firstly, participants recognized that the special needs after-school program is essential for resolving the participation issues of special needs children in regular after-school activities, maintaining basic life habits, guiding problematic behaviors, and alleviating the burdens on dual-income, multi-child families. Secondly, they experienced difficulties in administering after-school programs, lack of instructor expertise, difficulties in securing financial and human resources, and demands and complaints from parents. Thirdly, to address these challenges, participants suggested providing detailed manuals, strengthening instructor qualifications, requiring training, ensuring budget support, deploying enough staff, and expanding the number of participating kindergartens. Conclusion: This study is significant for identifying the challenges of early childhood special education teachers in after-school programs and proposing support strategies for effective management.