underpins the need to provide consistent service to both the victims and the offenders of child abuse. The Periodic Report proposes more training and education programs for the people responsible for reporting child abuse cases, including teachers, medical professionals and the employees in child welfare facilities (para. 252), but the 2009 publication released by the National Child Protection Agency shows that people who are not responsible for reporting child abuse takes up a much larger percentage (69.1%) than those with the reporting obligation (30.9%) in the total reported cases of child abuse. 60. The Government, first of all, needs to draw up the measures to prevent the cases of neglect and psychological abuse (two types of child abuse) and strengthen the programs for the victims and offenders of child abuse to prevent repeated abuse. Second, it should take actions to increase the proportion of those with the obligation to report child abuse in the total reported cases of child abuse (for example, by banning victimization of the reporters and protecting their personal status). Ⅵ. Basic Health and Welfare (Articles 6, 18 (3), 23, 24, 26 and 27 (1)~(3)) 1. Children with Disabilities (Article 23 of CRC) Education and Caregiving for Children with Disabilities (CRC/C/KOR/3-4 para. 288~292, 310, and 311) 61. This means that disabled children and non-disabled children are still segregated in educational settings. The number of disabled children who are to be placed in ordinary classes is on the rise (the number increased by 1,704, respectively in 2008 and 2009) but there is an acute shortage of teachers with special education because the requirement for recruitment of those qualified teachers is only applicable to the schools with special classes. The number of children with disabilities who are placed in ordinary classes keeps growing (by approximately 1,700, respectively in 2008 and 2009), but there is an acute shortage of specially trained teachers for integrated education. It is because the requirement for recruitment of those qualified teachers is only applicable to the schools with special classes. What is worse, the students in special classes are not offered other supports than special teachers or teaching assistants, and the students with disabilities in ordinary classes do not even have access to special teachers or teaching assistants. According to the 2010 Handbook on the National Special Education, the national average of the schools with special classes in municipalities and provinces that are equipped with the conveniences for students with disabilities recorded merely 41.1%. 62. Onsite education programs are organized to support children with total 4,330 5,764 6,659 7,329 8,034 7,795 8,350 8,466 * Source: Ministry of Health and Welfare, The 2010 Report on the National Status of Child Abuse, 2011 17