Lee Jeong-seon, Gwangju Education Superintendent Preliminary Candidate: "Living Together, the Starting Point of Character Education"

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[Asia Economy Honam Reporting Headquarters Reporter Park Jin-hyung] Lee Jeong-seon, a preliminary candidate for Gwangju Superintendent of Education, said on the 20th, marking the 42nd Disabled Persons Day, "Living together in harmony and walking together without discrimination is the beginning of character education."

The candidate said, "Watching the recent controversies over ensuring the mobility rights of disabled persons and the head-shaving ceremony of families with developmental disabilities, I hope for a world where disabled and non-disabled people live together," adding, "It is the beginning of character education and the duty of educators to enable our students to practice living together without discrimination."

Regarding the failure to meet the disabled employment rate standard of the Gwangju Metropolitan Office of Education, he stated, "In 2020, the employment rate of disabled public officials at the Gwangju Metropolitan Office of Education was only 2.33% of the total staff, falling short of the standard, resulting in the payment of a disabled employment levy of about 840 million won," emphasizing, "This is a shameful aspect of Gwangju education, and if I become superintendent, I will achieve a disabled public official employment rate of over 3.4%."

The candidate said, "The biggest concerns of disabled students and their families I met in the field were employment after graduation and lack of support systems," and stated, "The best welfare for the disabled is employment, and I will promote practical policies for this," promising ▲ expansion of lifelong education facilities for the disabled, ▲ creation of sustainable safe jobs for the disabled, ▲ establishment of employment classes for disabled persons in public institutions, ▲ modernization of special schools (reinstallation of teachers), ▲ expansion of care schools for disabled students during vacations, ▲ establishment of special schools for young children (treatment and education for disabled infants and toddlers), ▲ development of various vocational programs for the disabled, and ▲ implementation of a priority purchase system for products from disabled rehabilitation facilities.

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