High school credit system examined in the field of special education: Qualitative Meta-Synthesis

Objectives The purpose of this study is to provide policy implications based on the implementation of the high school credit system in the field of special education in relation to the high school credit system that will be fully introduced from 2025. Methods This study conducted a qualitative meta-analysis on eight qualitative studies conducted on special schools and special classes in general high schools that have been designated and operated as high school credit system research and leading schools. Results First, it was confirmed that teachers, parents, and students agreed on the purpose and significance of in-troducing the high school credit system, but were negative about the curriculum, organization, and support sys-tem for those eligible for special education. Second, regarding the implementation of the high school credit sys-tem in the field of special education, education providers and education consumers proposed the establishment of specific systems and guidelines according to the type and characteristics of disabilities and the expansion of administrative and financial support. Third, while social awareness and environment regarding disabilities are changing, there appears to be a demand for a paradigm shift in career and vocational education for students eligi-ble for special education following the implementation of the high school credit system. Conclusions Based on these results, the high school credit system curriculum, support system, and awareness in the special education curriculum that will be implemented from 2025 were discussed and future tasks were presented.