ABSTRACT

This study explores practical directions for the role and training system of behavior intervention specialist teachers for students with disabilities based on the perceptions of field experts. To this end, focus group interviews were conducted with ten participants, and data were analyzed using grounded theory procedures. The analysis yielded three overarching categories: clarifying the specialist’s role, establishing training curricula, and constructing a comprehensive support system. Participants emphasized that specialists should be defined as ‘educational coordinators’ who design school-based intervention systems, rather than mere ‘fixers’ for emergencies. They also called for a practice-oriented curriculum organically linking theory, practice, and supervision to overcome current limitations, alongside a national certification system. The findings highlight that successful implementation requires multi-layered support, including administrative leadership and data-based management. These results suggest that the system should be designed as an integrated ‘professional system’ encompassing role definition, expertise enhancement, and institutional support.

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