This study used meta-analysis to investigate the relationships between career decision self-efficacy (CDSE) and its relevant variables. The authors aimed to integrate the mixed results reported by previous empirical studies and obtain a clearer understanding of CDSE's role within the framework of social cognitive career theory (SCCT). For purposes of this study, the authors searched and selected nine relevant variables (gender, age, race, self-esteem, vocational identity, career barriers, peer support, vocational outcome expectation, and career indecision). While some variables (i.e., gender, race, and career barriers) did not have a significant effect on CDSE, in accordance with the SCCT model, CDSE correlated significantly to self-esteem, vocational identity, peer support, vocational outcome expectation, and career indecision variables. The authors discuss these results in the context of the SCCT.

The purpose of this study is to examine the government’s local ordinance for supporting students with dyslexia. For this purpose, this study analyzed contents of the constitution, including the status of the establishment of the local ordinance for supporting students with dyslexia in 17 autonomous districts, and examining the similarities and differences in the contents. Based on the results, we sought ways to improve the local ordinance of the municipalities for supporting students with dyslexia. Based on this study, we expect to provide important basic data for establishing more substantive policies and researches supporting students with dyslexia in the local government.

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Purpose: Highly qualified educators are essential to teach students with Learning Disabilities(LD), who need intensive, individualized instruction. In this study, we conducted a pilot study with graduate students to examine directions to improve instructional competencies required for teaching students with LD. Methods: We explored the degree to which special education LD courses reflect CEC standards, consisting of essential knowledge and skills of professionals for teaching students with LD, by analyzing ten syllabi from graduate programs. Results: The “program, service, and outcome,” associated with evidence-based instructional strategies for students with LD, generally showed the highest proportion, whereas “collaboration” showed the lowest proportion of the total standards in the syllabi. Conclusion: Implications and future directions for training high-quality special educators in special education graduate programs are discussed.