| Sumario: | AbstractThis study investigated the effect of sensitivity and interaction between Japanese and Korean special education teachers on teaching and learning images. A survey was conducted on 431 special teachers in Korea and 150 teachers in Japan working at schools with intellectual disabilities. The results of using SPSS 27.0 and SPSS PROCESS Macro Ver 4.2 are as follows. First, the hypothesis that the sensitivity of Japanese and Korean special education teachers would affect interaction was accepted. Second, the hypothesis that the sensitivity of Japanese and Korean special education teachers would affect teaching and learning image (TLI) was also accepted. Third, the hypothesis that sensitivity would affect TLI by mediating interaction was differentiated by the rejection of Japanese special education teachers and the acceptance of Korean special education teachers. Fourth, the hypothesis that Japanese and Korean special education teachers’ sensitivity, interaction, and TLI factors would differ between countries was partially accepted. Suppose the sensitivity and interaction of special education teachers work smoothly. In that case, it can support more accurate educational activities based on various information collected when predicting and devising the entire class’s progress.
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