The purpose of this study was to present a standard of reeducation for developing teachers' quality and ability by analysing the professional abilities needed in the school for the physical and multiple disabilities.
As followings were the specific goals of this study.
First, analysing their achievement degree of disabled school teachers' professional ability according to the variants(by the kinds of sex, school level, certificate and teaching career).
Second, researching their importance degree of disabled school teachers' professional ability according to the variants(by the kinds of sex, school level, certificate and teaching career).
Third, comparing and analysing the achievement degree and the importance degree of disabled school teachers' professional ability.
For this study, I selected 83 teachers from disabled schools under National-common basic curriculum and I set research tools by referring to the data of a preceded research(Jeong Dong-il, 1992) and by consulting the directing teachers.
The results of this study were as follows;
First, for their achievement degree of disabled school teachers' professional ability, they marked highest in 'Special teachers' characteristics of teaching aptitude & humanity' domain, and marked lowest in 'Administrative ability in special education' domain.
Second, for their importance degree of disabled school teachers' professional ability, they marked highest in 'Subject teaching' domain, and marked lowest in 'Administrative ability in special education' domain.
Finally, for both of their achievement degree and importance degree of disabled school teachers' professional ability, importance degree was higher than achievement degree. And achievement degree was highest in 'Special teachers' characteristics of teaching aptitude & humanity' domain, and importance degree was highest in 'Subject teaching' domain.
Considering all the results above, I concluded that the above-mentioned professional abilities should be commonly required of elementary, secondary school teachers and they had some importance on various activities which affects educational activities for students, and that all the other sorts of administrative abilities were being considered to be unimportant among teachers. Thus, I think these results suggest that this fact be considered to be important in the teacher education and in the training programs for incumbent teachers.