SCHOOLS FOR SPECIAL NEEDS EDUCATION IN KOREA: ARCHITECTURAL PLANNING AND OPERATION OF ADVANCED CASES

Abstract

Architectural planning and operation of latest advanced schools for special needs education in Korea were studied. The schools were characterized by specialized programs for vocational education and had well equipped facilities for training. Differences from Japanese schools were found in class formation policy, allocation of classrooms, and strategies to respond to increase in the number of students. The schools were facing shortage of classrooms and had made conversions. They planned to control the number of student intake to avoid further shortages. This differed from Japanese schools that cope with the situation by having multiple classes share a classroom.