President Lee Jae-myung Visits Korea's First Public Special School Pioneering Early-Grade Separation
President Lee Jae-myung visited Ieun School in Cheongju, North Chungcheong Province, a public special school designed for students with developmental disabilities. The visit included a briefing with parents and school officials, followed by the president observing classes and participating in activities with students.
Ieun School is noted as the first in the nation to operate kindergarten and elementary education separately from the middle grades within a developmental disabilities program. Traditionally, Korea’s public special schools have taught from kindergarten through high school as a single, continuous track.
During the roundtable, parents expressed high satisfaction with the specialized environment for younger students. The president indicated interest in whether separating early childhood and elementary programs by disability type could yield better educational outcomes and asked about possibilities for converting or repurposing regular schools into special schools amid a growing trend of consolidations.
The school’s principal said the president’s visit was the first of its kind and provided a sense of comfort and hope to teachers and families. He also noted the president’s recognition of the challenges faced by families and the weight they carry.
The president encouraged special-education teachers to continue their work with dedication and compassion, praising their mission and urging them to nurture the “loving minds” that guide their students.
Following the briefing, Mr. Lee toured facilities designed for student well-being, including an imagination playground, a psychological stabilization room, and a sensory integration room. He then joined a classroom activity, kneeling beside students, helping them attach animal drawings to a newspaper hat, and assisting with a selection of instruments for the lesson.
Why this matters beyond Korea: The visit highlights Korea’s ongoing approach to specialized education for developmental disabilities and how policymakers balance specialized settings with broader school-consolidation trends. For U.S. readers, it underscores global debates over inclusive education versus separate, specialized schools, the responsibilities and funding needed to support highly resourced facilities, and the importance of family involvement in planning effective programs. The emphasis on tailored, hands-on environments and staff support may inform international discussions about best practices in teacher training, educational structure, and therapeutic spaces that support students with developmental challenges.