«воспитание нового поколения в эпоху глобального преобразования: вызовы и перспективы»

6. Scientific or scholarly significance of the study or work 
First, teachers believe that they play a significant role in providing young children and their families with 
high quality of diversity education in Korea. Otherwise, they indicated that they need more opportunities 
and specific services for professional development employed by the Ministry of Education in Korea. Teachers 
wanted to improve their knowledge for curriculum development, in-structional pedagogies, and teaching 
contents & assessment in practices for diversity education linked to global ethics.
Second, the perceptions of early childhood teachers through the results of the 1st, 2nd and 3rd validation 
of the intervention program model development are as follows. Early childhood teach-ers have difficulties 
interacting with target children. The biggest reason was found to be low aware-ness and lack of information 
among teachers about intervention programs and implementation meth-ods that can minimize the risk 
factors for disability in children from multicultural families. Early childhood (special) teachers gave the 
opinion that it is necessary to provide specific teaching meth-ods and operation methods for integrating or 
paralleling the Nuri curriculum and individualized inter-ventional education.
Third, early childhood teachers are experiencing educational imbalances. The teachers pro-vide free 
educational services with the same curriculum and program as children of their age even if risk factors for 
disability are observed in young children from multicultural families, and are having difficulties in applying 
appropriate educational support to them.
The integrated early intervention programs for young children at risk from multicultural fami-lies 
should be developed so that it can be used more easily and conveniently suitable for the domes-tic social 
and cultural situations. In addition, tools that can accurately select children with and with-out risk factors 
for disability, specific manuals for the implementation of intervention programs, and teacher education 
should be provided (Lee Sang-hee and Lee Young, 2017).
Finally, intervention services should be provided for at-risk children from multicultural fami-lies among 
children with special needs who are not included within the scope of domestic social and legal supports 
(refer to Article 14 of the Special Education Act) (Bong Gwi-Young and Lee So-Hyeon, 2013). Above all, it is 
urgent to establish legal and educational systems that can minimize disability risk factors in a preventive 
way. It is very important to make the foundation for early inter-vention in order to facilitate the holistic 
development of children from multicultural families before and after elementary schooling.
References:
1. 국가통계포털 (2017a). KOSIS 100지표, 주제별통계(보건.사회
.
복지), 국다문화가족실태조사. http://
kosis.kr/statHtml/statHtml.do?orgId=101&tblId=DT_100_01&vw_cd=&list_id=&scrId=&seqNo=&lang_
mode=ko&obj_var_id=&itm_id=&conn_path=B1&path=%252FnsportalStats%252FnsportalStats_0102Bo
dy.jsp

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