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This study is aimed to find tasks for inclusive education in Korea through analysis of laws and regulations related to special education published in Korea and the United States. The purposes of the study are as follows. First, to compare and analyze the laws and regulations related to special education in Korea and the United States. Second, to examine the tasks of integrated special education in Korea. By comparing and analyzing the literature of the two countries, the following research results were derived. For this purpose, the analysis was focused on foreign and domestic literature and related laws and policy reports. In addition, in the case of laws and policy reports, related laws such as the Special Education Act for the Disabled, the Vocational Education and Training Promotion Act were examined. The collected data can be divided into domestic data and foreign data.. In detail, it is divided into degree claim thesis, another research thesis, related laws and policy report, etc., which the researcher reads, organizes, and analyzes the contents, and compares them. First, the special education law system of the United States is very advanced compared to that of Korea. The name has been clarified very concretely and realistically. Second, Korean laws related to special education are very advanced enough to be recognized as highly advanced laws in Asia, but the Special Education Promotion Act has no purpose and definition for evaluation, and the evaluation system has not been systematically established. In addition, compared to other countries, the definition of "learning disability" or "emotional disability" in Korea's Special Education Promotion Act is very abstract and very vague.

This study is aimed to answer the following questions: First, what is the capacity of a practice leader in lifelong education? Second, what efforts are needed to become an effective lifelong education-practice? This study sought to find an alternative to effective practice by prospective lifelong-educators through the testimonies of trainees who have completed the practice of lifelong education. An interview was conducted after explaining the purpose of the study and obtaining consent in order to examine the contents of the practice, the guidance method of the hands-on instructor, and the practical method (difficulties and regrets in the practice) through qualitative case study. The results of this study are as follows. First, prospective lifelong educators found out that in order to become the practice leaders in lifelong education, they must have 'approproate personality' and be 'professional as a lifelong educator'. Second, for effective hands-on operation, participants in the study suggested the following: It was stated that it was important for learners to receive information on the emission of institutions recognized as excellent practice institutions before the practice.