Special Education Referral Process in South Korea

Special education does exist in South Korea! However, it's one of those things that everybody knows exists but nobody feels comfortable talking about. Recently, this attitude is changing and is reflected in legislation and people's minds. I was able to sit down and discuss special education referral with two of my three co-teachers. My co-teachers are devoted and caring, they constantly attend provincial continuing education workshops and are always willing to assist me in the classroom or answer my questions. Though, I might not always agree with them, I respect them immensely as teachers and persons. My findings are contradictory, some things are "hush hush" and others great programs like the "We Program" are talked about openly. 

My Disclaimer
When you read this blog, please read it with an "open mind." Eastern and western cultures differ in their views. It doesn't mean one view is better than the other, it is simply the way that it is viewed in a particular culture. Because I grew up in American culture but live in Korea (and am learning the language), I have a unique perspective in regards to both. 

What is the law regarding special education in South Korea?

Korean Law No.13-1 of 2011  states schools may not discriminate or refuse admission based on learning difficulties or special needs.

The Ministry of Education, Science and Technology provides free education for children with physical and intellectual disabilities from the age of five to 18. Currently, there is one special education school located in Yeosu; Yeosu Yeomyoeong Special School. My co-teacher explained that this school is located in the suburb of Yeocheon and all age levels attend. She told me that a group of Canadian English teachers requested to visit the school but the principal declined. At first, I thought this a bid odd, why would he turn down a simple request? But the more I thought about it, the more it made sense. These are students who need help and it's probably an uncomfortable or awkward situation for them to have a group of foreigners (visibly different) come and observe them. I would not want that for my child. 

According to Korean law, there must be at least one school in each province to cater for children with special learning needs. In many cases, children with disabilities are included in mainstream education. However, that does not mean that each school is compliant or has an integration program. Most schools in Korea are not handicapped accessible (physical handicap) or have special needs programs for those with learning disorders or difficulties. My school in Yeosu has three floors, but there are no ramps or elevators. Students with physical disabilities cannot attend my school, the accommodations simply aren't there. I asked my co-teacher about this as well. Even if there is no mental disability, the student cannot attend because of the lack of facilities to accommodate them.

How are students enrolled for special education in South Korea?

To enroll a child at a school for special needs, the child first has to be registered as a child with a disability at their local district office, and then parents can make an application at the school of their choice. However, most districts don't have a lot of schools to chose from when you are outside of a major metropolitan area. 

My thoughts

When I spoke with my co-teachers (individually), I was not at all surprised by what they told me. They each had very different opinions, I could sense that one of my co-teachers was fully aware that there are special needs students in our school. I felt that not only was she aware of the situation, she also realized that she is helpless and cannot do anything to help the student or contact the parent. She confirmed to me what I had already suspected; it's not an openly talked about or acknowledged situation between parents and teachers here. She informed me that Korean parents push their kids hard (out of love) academically and refuse to admit that their child has an issue. To do so, is seen as a disadvantage for the child. As mentioned in my prior blog, South Korea is an extremely competitive society where students are constantly ranked according to academic performance. Because of this, parents push them to attend the best schools and to attend evening hagwons (academies) into the late hours of the night. Even if the kids have a disability or difficulty, many times, parents " over look" it and push them to excel. I could sense that she didn't agree with the parents choices, but out of respect for her, I didn't ask her for further information. However, she did tell me that the signs she looks for in her classes for students that many need special help are the students who constantly sleep, or talk and disrupt class. 

My first co-teacher informed me that officially our school is not a special education school, nor does it have the resources for it. Our school is the number one ranked boy's private middle school in the city. My other co-teacher "Miss Kim" informed me that even if there were a special needs student here, the parent would never discuss this with the teacher. To bring attention to that, means the student would possibly have to leave the school, which decreases his chance of  attending a "top" high school which would decrease his change to attend a top university. 

As a teacher in South Korea, I've noticed two things. Physical disabilities, learning disabilities, and difficulties (where there is no disability present) all seem to be umbrella'd under the same term. Which means, students with these "needs" all attend the same school. The second thing that I noticed is that students with difficulties and learning disability absolutely exist here! I have one particular student that seems to have major social and focus issues. He is a great kid with a kind heart but I see him struggle to make friends or focus in class. His focus is non-existent in my class. My co-teacher acknowledged she believes the same thing about the student but pretty much let me know that the student's status wouldn't change because his parents want him to attend this school. This reaffirms to me that the special education referral process here excludes the teacher, it seems to be only between the parent and the school district. Unless there is major impairment or disability, most likely, parents will send their kids to a "normal" guy whether or not it has the tools to help them. 

Though I cannot change the system, I can control how I present things in my classroom. In my previous assignment, I talked about how I use technology in my classroom to help differentiate instruction. When I present a lesson or topic, I use an LCD flat screen touch panel, roughly the size of the front chalk board. When I present new information or have students perform a task, I present the instructions in many different ways simultainiously. First, I have the written english words, colorful fonts and big sized, then I have a picture of the word in use (vocuabulary), then I usually always have an audio clip. All of my students LOVE K-pop and the American band Maroon 5, I work those guys into many of my lessons! For instance today, I was teaching my grade 3 students how to respond to the question "what are you doing?" There response is in three parts...("I'm thinking of eating pizza). I had a picture of the number "3". I had 3 different slides. I explained in what I wanted, then went back and showed them what I wanted. This works really well for them! I told them there response is three parts (each part was a different font and color), and I used a picture for the nouns. Example

I am thinking of  +  ing  + what/where

           (1)                   (2)      (3)

                             (i insert a picture here and here (2)(3).

By using this method, I am not "singling anyone out," I am using instruction for EVERYONE. I don't mind explaining and presenting things using many different methods. Things aren't black and white, and teacher's shouldn't think this way. I am happy to do anything to help my students progress and learn/absorb the material. After I present the information, I ask a question. I then have the students explain to me what I want. They then write the answer on a white board in their group (students desks are grouped in pairs of 5), I have found this to be highly successful! I explain things in a way that appeals to all of my students. I don't "dumb anything down," I explain it many different ways along with lots of visuals! Also, I am available to my students all day long and they know they can come to me individually if they are more comfortable. 

Conclusion

Special education is still being integrated into Korean schools, the laws are there officially, but they have a long ways to go. The fact that physical disabilities and learning disorders are now being discussed between parents and doctors is a promising sign. I really believe that more and more integration will occur when parents stop pushing their kids so hard to succeed academically.  There is pressure and then there is too much pressure! Ignoring your kids difficulties or disabilities doesn't help them, it makes their childhood and education more difficult for them. :(  I am confident this will change as Korean society is constantly changing, I just think it will be awhile until it changes. 

My school has implemented a program called "We." Our school has a full time counselor dedicated to the "We" Program located on the first floor next to our teacher's room. If students are having emotional or learning difficulties then they can meet with the counselor anytime. To my surprise, many students use this program and feel comfortable about doing so. I have a Grade 3 student (he is a 4.0 student) who told me he likes talking to the counselor because the counselor helps him with advice and to stay organized! My co-teacher informed me that they can make "suggestions" to the WE counselor, and the WE counselor will summons the student and they start a "plan" together. With parents talking more and advocacy groups starting to form, I see these all as positive steps! 

References

Ministry of Education. (2017). Policies and Programs. Retrieved March 14, 2017 from http://english.mest.go.kr/sub/info.do?m=040101&s=english

Understanding the IEP Process (2016). Retrieved March 14, 2017, from http://www.understandingspecialeducation.com/IEP-process.html

Image References

Flag of the Republic of Korea. (2008, January 1) Retrieved March 14, 2017, from https://en.wikipedia.org/wiki/Flag_of_South_Korea#/media/File:Flag_of_South_Korea.svg

Special Education. (n.d.). Retrieved March 14, 2017 from https://www.google.com/search?q=special+education&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjA8vDGwNXSAhWLa7wKHWZXCWoQ_AUICCgD&biw=999&bih=714#imgrc=uzafJaEEy31PaM:

Bilingual Education: English in South Korean Schools

Bilingual Education: English in South Korea

Bilingual Education: English Education in Korea                          

The Republic of Korea (South Korea) is a nation that takes education seriously, they’re not kidding around! South Korea has one of the highest literacy rates in the world at nearly 100% of the population (UNESCO). As an EFL Teacher living in and working in the South Korean public school system, I know firsthand the emphasis placed on English education! My hope is to continue teaching English in South Korea after I have completed the Teach-Now Program, which is why this topic is important to me!

                                                                             

The desire to learn English can be seen everywhere in Korea.  During my daily commute to school, I see billboards and signs for learning English everywhere along the street. Most of the signs are for "hagwons," (학원) which are private academies that students attend in the evening after they have finished their regular school day. There are many hagwons, or "cram schools" in my city of Yeosu. In my neighborhood alone, there are 5 English academies within 2 minutes of my door!  Most of my students attend these hagwons daily into the late hours of the night. Their goal is to test well in English eventually steering them towards passing the TOEIC exam with a high score.

The other night I was having dinner with my friends at a local restaurant. It's quite common for small restaurants to have a TV on the wall blaring a baseball game or popular drama. Almost every commercial segment had at least one commercial pertaining to learning English!  Whether it be an app for English travel phrases or an ad for a private school, the push to learn English here is inescapable! They all promise the same thing, "learn English fast!" Do you want to watch a video on YouTube? You won't be able to watch it without clicking on a "learn English" ad. I think you are able to see my point!

Why the push to learn English?

English, being the most widely used language, is playing an important role in the communication and bonding between people of different native languages. For elementary and secondary school students who have to survive in the future world, the ability to communicate in English is an essential skill that they must learn at school. To contribute to the nation and the society, to show leadership as a cosmopolitan citizen, and to enjoy a wide range of cultural life, the ability to understand and use English is essential. The ability to communicate in English will act as an important bridge connecting different countries, and will be the driving force in developing our country, forming trust among various countries and cultures.

(National Curriculum Information Center, 2007)

Korea has become a key global player. South Korea is ranked 11th in the world in regards to nominal GDP. (World Bank, 2017) It is home to Samsung; one of the largest electronic companies in the world. Korean products can be found everyone on the globe. Because Korean companies are so well known on the international stage, it's inevitable that those companies want to hire bilingual employees.

English education is highly valued and sought after in Korean society. What is the end result of studying hour after hour to learn English? The Test of English for International Communication (TOEIC) exam.  This test assesses a student's level of English language ability. Why is this test so important? Many of the large chaebols require high TOEIC scores to even obtain an interview. What is a chaebol?  Chaebols (재벌) are massive conglomerates that dominate the Korean economy like Samsung, LG, CJ, and Hyundai. These highly sought after "salary man" jobs are considered to be very prestigious in Korean society. Many Koreans view them as the companies that changed Korea from a poor agricultural society to one of the richest nations in the world.

What is bilingual education?  

Bilingual education involves teaching two languages to students; a primary and secondary language. In my classroom as an EFL Teacher in Korea, the students’ native language is Korean and the secondary language is English.  As students progress in age and grade, the amount of English instruction increases. The Korean English Teacher (KET) teaches grammar and the NET teaches speaking and listening. I also have an after school English club that meets three times a week. It is an informal environment with only two rules; speak English and have fun. The time that I spend with students during the week as a NET allows them to be “immersed” in English.

My Thoughts

I am bilingual in English and Spanish. I am also in my third year of learning Korean. My passion is learning other languages. However, there are many times that I am filled with embarrassment because a large percentage of American students only speak English. When I was a university student I had many international friends. Every single one of them was bilingual. Every single one. What did they have in common? They were introduced to bilingual education (English) early on from their elementary years.  I did not even start learning Spanish until my seventh grade year of middle school! And at that time, only one year of foreign language was required in my school. My international friends, though very nice, would joke with me about most Americans only being able to speak one language. But, I felt that what they said rang true. Even now, I occasionally meet other Americans that have been here over five years who still cannot read Korean or converse at the most basic level. It blows my mind! I’m not judging them, because we all are busy in lives. But, I try to live by example. I want to be a positive example to my students. They know that I am learning Korean which I feel gives us common ground and makes it easier for them to relate to me.

Where does Korea “get it right?” The Korean Ministry of Education requires English language instruction and classes to be introduced to students’ in Grade 3 of elementary school. The advantages of learning another language in childhood can not be understated!  Older viewpoints like “bilingualism confuses children and impairs cognitive abilities” have long been debunked.  Many studies have proved otherwise, stating that “bilingualism is a positive force that enhances children’s cognitive and linguistic development.” (Bialystok, 2008).

Korea also “gets it right” by employing Native English Teachers and placing us directly in the schools. I feel that employing NETS (Native English Teachers), like myself, is beneficial. We make a difference! In a society (and school culture) where memorization and testing are the sole norm, we offer a fresh perspective. Though I teach from a textbook, I have the freedom to teach in my own style. My style is being open with students and I encourage them to speak and to let them know it is okay to make mistakes. Awhile back one of my students told me that he is more comfortable talking to me because I take the time to listen to him. He told me that he feels it’s beneficial for him to hear a native English (American) accent because it helps him listen better and it makes him feel “cool” to be able to understand and talk to me. I see my students becoming more confident with their English abilities and it makes me happy! NETS must be doing something “right!”

Where does Korea “get it wrong?” or needs to improve? I feel there needs to be a larger focus on speaking and listening instead of memorizing grammar and vocabulary for a test. Knowing the grammar and vocabulary of a language is important. However, if you cannot converse or ask simple questions in the language that you are learning...why are you learning that language? More freedom needs to be given to students. I’ve had co-teachers that are so strict with students that they won’t speak up in class when I know they know the answer. They fear the consequences from the teacher if they make a mistake. When I am left alone to teach students (which is often), they relax, and feel less pressure. My thought is if they are comfortable and feel less pressure then participation comes naturally.

Though I like that Korean students start learning English in Grade 3 of elementary school, many disagree. Some parents want English education introduced as early as the kindergarten level as to give their kids an advantage in a highly competitive society.

What seems contradictory is that the government is taking steps to reduce what some have dubbed “English fever,” by making it harder for Koreans to access quality English education. This leaves Koreans confused and frustrated, as the root cause is not being addressed: high expectations from employers regarding English ability by requiring high standardized test scores. Perhaps the government should have banned employers from demanding high test scores first, before making access to English education more difficult.

(Diplomat, 2014)

I think the fact that there is an argument of what grade bilingual education should begin in elementary school is a good thing! That indicates to me that people know early introduction of bilingual education is a necessity. Parents are recognizing the positive effects of having a bilingual child in a more globally focused society and world.

References

PrimaryㆍSecondary School(2007.02)  Foreign Languages(English) 1. Characters

National Curriculum Information Center NCIC

Retrieved March 2, 2015, from http://ncic.go.kr/english.kri.org.inventoryList.do#

Bialystok, Ellen, PhD. (2008, October) Second-Language Acquisition and Bilingualism at an Early Age and the Impact on Early Cognitive Development

Retrieved March 2, 2017 from http://www.child-encyclopedia.com/second-language/according-experts/second-language-acquisition-and-bilingualism-early-age-and-impact

English Education in Korea: Unrealistic Expectation

Retrieved March 1, 2017 from http://thediplomat.com/2014/10/english-education-in-korea-unrealistic-expectations/

United Nations Development Programme

Table 1: Human Development Index and its components

Retrieved March 2, 2017 from

http://hdr.undp.org/en/composite/HDI

United Nations Educational, Scientific and Cultural Organization (n.d) Republic of Korea

Retrieved March 2, 2017 from http://en.unesco.org/countries/republic-korea

Images

Korea Map. Retrieved March 1, 2017

https://clipartfest.com/categories/view/10c012850682a82934bec680397b5b50c7f59376/south-korea-map-free-clipart.html

Korean Private English Academies Signage. Retrieved March 1, 2017

https://www.esl101.com/blogs/teaching-esl-korea-how-avoid-horror-story-finding-job-private-school-hagwon#.WLgAuvl97Fg