The purpose of this study is to present specific educational cases in the school field based on the experience of teachers who participated in the 4th Industrial Revolution Research School and to present a direction to special teachers who want to try the 4th Industrial Revolution education. In fact, I would like to explore the meaning of how the 4th Industrial Revolution education is operated in special schools, what educational programs were used, problems and difficulties in the operation process, and what to keep in mind.
As for the research method, focus group interviews were mainly used as qualitative case study methods, and common questions and questions corresponding to each group were separately presented by selecting three groups. Participants in the study are 13 special teachers in the middle school course of a special school that operated the 4th Industrial Revolution education program based on the free school year system.
As a result of the study, 4 upper categories, 14 lower categories, and 41 semantic units were derived.
As a result of the first top category, problems and improvement measures were presented regarding five representative class cases: Ozobot, drone, smart farm, robot cleaner, and artificial intelligence speaker. Educational experiences on five class programs conducted by special schools were presented.
As a result of the second upper category, teachers emphasized the need to organize and operate a curriculum for special schools considering the conditions of students, parents, and schools while operating the 4th Industrial Revolution education program. In order to organize and operate the curriculum of special schools, the operation and achievement standards of the curriculum in various aspects such as learner diversity, teacher competency, and school characteristics must be different, and specific and systematic standards are needed.
As a result of the third upper category, special teachers at this special school participated in a number of professional learning communities and related training to enhance the education expertise of the 4th industrial revolution. As a result of participation, short-term one-time participation in training was difficult to lead to the enhancement of teacher expertise, and showed mental burden and regret in educational quality to apply to students. In order to enhance the professionalism of teachers related to the 4th Industrial Revolution, various professional opportunities such as expanding teacher training and operating a pilot school selection research group should be improved, and active support from the government and education offices is needed.
As a result of the fourth upper category, changes in future job groups and job losses in the changing era of the fourth industrial revolution are expected, and specific measures for future job jobs for disabled students should be sought. Most of the career vocational education for students with disabilities is still very biased toward simple assembly or service, and career education for the fourth industry is insufficient. Accordingly, it was required to provide administrative, financial, and institutional support such as exploring new occupational groups, establishing career and vocational education plans based on 4th industrial technology, and protecting job creation for the disabled.
Through these research results, it is intended to present the experience of special teachers who operated and guided educational programs related to the 4th Industrial Revolution in special schools. Various trials and errors have been experienced through practical educational cases in the educational field of special schools, and the current location and direction of special education related to the 4th industrial revolution can be improved.