Abstract
Purpose This study aimed to explore special education teachers’ experiences with home-based and facility-based itinerant education, identifying its significance, challenges, and support needs. Based on these findings, the study proposed relevant support strategies and future directions for itinerant education. Method A qualitative meta-analysis was conducted based on Noblit and Hare’s method. A total of nine qualitative studies were selected through a six-step process and analyzed to derive major categories, subcategories, and content elements. Results Three major categories, seven subcategories, and twenty-one content elements were derived: (1) operational structure and curriculum implementation of itinerant education, (2) experiences of relationship building and interaction within itinerant education, (3) implementation tasks for improving itinerant education quality. Conclusion Based on the findings, six discussion points were presented to enhance the quality of home-based and facility-based itinerant education provided by special education teachers.
| Translated title of the contribution | A Qualitative Meta-Analysis of Special Education Teachers’ Experiences and Support Needs in Home and Facility Based Itinerant Teaching |
|---|---|
| Original language | Korean |
| Pages (from-to) | 169-192 |
| Number of pages | 24 |
| Journal | Korean Journal of Physical, Multiple and Health Disabilities |
| Volume | 68 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jul 2025 |
Bibliographical note
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Keywords
- itinerant education
- multiple disabilities
- qualitative meta-analysis
- severe
- special educators
