Characteristics of the Educational Status of Special Education Schools for the Physically Disabled in South Korea; Through Text Mining Analyses of School Goals and School Evaluations

Abstract

The purpose of this study is to investigate the characteristics of the educational status of special education schools for the physically disabled by analyzing text data on school goals and school evaluations in special schools for the physically disabled nationwide in South Korea. As a result of analysis, regarding the school goals and school evaluations of 21 special education schools for the physically disabled nationwide, the noun word that appeared most often in the school goals was “Student” and the adjective word was “Healthy.” The verb word was “Develop.” The noun word that appeared most frequently in the school evaluation of curriculum organization and operation was “Student” and the adjective word was “Educational.” The verb word was “Be.” The noun word that appeared most frequently in the school evaluation of the classes was “Student,” and the adjective word was “Various.” The verb word was “Be.” In conclusion, the school goals for physical disabilities were focused on improving the health of students with physical disabilities, and school evaluations appeared to focus on the individual curriculum for students with physical disabilities. In the future, it will be necessary to investigate the current status of special education for students with physical disabilities according to the degree of disability.