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After-School Programs in the United States and Its Implications to Korea - Benefits for Children with Special Needs -

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Alternative Title
미국의 방과후 활동 프로그램이 한국에 주는 시사점 - 불이익 아동에 대한 이점 -
Abstract
After-school programs in the United States began early in the 1870s. The programs are now focusing on the healthy development of all children including low-income and special needs children. The 21st-Century Community Learning Centers program, which is operated by the U.S. Department of Education, is one of the nation's models in after-school programs. However, interests in after-school activities in Korea were elaborated in the second report of education reform in 1995. After-school activity was included in the category of specialty and aptitude education at the time. 1t was expected that after-school program could promote students' good character and improve their creativity. Today, after-school programs are known as the ones that result positive outcomes to all children. Moreover, the program benefits many disadvantaged children; the children with disabilities and low-income children These children also perform best when they are provided with quality curricula, effective instruction with proper materials, safe and supportive learning environments.
Author(s)
박영균
Issued Date
2003-12-01
Type
Article
URI
https://repository.nypi.re.kr/handle/2022.oak/1661
Publisher
한국청소년정책연구원
ISSN
1225-6336
Appears in Collections:
정기간행물 > 한국청소년연구
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