Abstract
This study examined the overall guidance and perception of support for special support schools through
interviews with mothers of children and students with severe multiple disabled in Korea. The main purpose of this study is to first examine the learning outcomes of individual educational support provided by special support
schools and the self-reliance promotion outcomes of children and students. And secondly to analyze the current status and results of various supports continuously provided at home. In more detail, interviews were conducted with six mothers with children with severe multiple disabilities who are experiencing the most difficulty among the disabilities, and based on this, a qualitative analysis was conducted using M-GTA. As a result of the analysis,mothers evaluated that children with disabilities try to change their behavior by modifying their own behavior,especially through continuous “learning-oriented life skills education” support in the “learning aspect.” And it was evaluated that the support of the ‘career aspect’ creates opportunities for appropriate plans and various experiences for each characteristic of children and students with disabilities to promote their growth and provide the basis for future career decisions. Moreover, as a result of reviewing the achievements and problems of the family's individual support education activities linked to the school's special support learning, the importance of mothers who play the role of partners of learning volunteers with teachers was also highly appreciated. The above analysis results provide the following implications for special support education in Korea. The first is that it is important to maintain solidarity with schools, families, and communities even after graduating from school. Second, it clearly shows that there is a need for a social support system for mothers, who are important supporters of children with severe multiple disabilities.
