김정권 Joung Kwon Kim

DOI: Vol.1(No.1) 1-18, 2000

The educational system and administration of schools should be reconstructed and accomplished qualitatively after illuminating the destructured reality and investigating familial and educational meaning about new world. Post-modernism and destructuralism make human being recognize the necessity of qualitative life and qualitative education, and become realistic tasks to be resolved. The education of early part of 21C is recognized in terms of paradigm, on which the human image to be cultivated, and the construction and management of educational goal and curriculum should be based. A great deal of discussion on it seems necessary. The purpose of the study is to illuminate characteristics of the times, familial system, the reconstruction of educational system, and the administration of qualitative contents of education. From the discussion of the image of the age, family and education, new chaos paradigm, and the task of reforming curriculum in destructuralism era, the following conclusions are drawn. First, in destructuralism society, a fixed frame of thought is not hold fast to, instead, various frames of thought coexist, and different paradigm can be applied according to individuality, time, and space. Diversity or multiplicity in educational settings should be hold according to curriculum, time, and subjects. The present times desires the education which do not find a right answer but seeks to create the meaning, concepts, and value uniquely meaningful to each individual. Education should put a great deal of emphases on the power to maintain life such as self-cognition, self-establishment, self-determination, and self-actualization. Second, the familial and educational systems of post-modern era are permeable. In structuralism, partition or boundary is very obvious. But in post-modern familial system, the boundary of gender, age, public and private, job and home is not clear. Educational structures are all open with strong permeability and the permeability should not be blocked by the structure. Therefore, in permeable system of education, difference rather than progress, specificity rather than generality, irregularity rather than regularity are dominant, and a various education models will be quoted based on free educational model. In order to cultivate post-modernized creative, cooperative, emotional human being, ideas should be constructed from the inside of students. For that purpose, knowledge and activity are integrated, and necessary environment is reconstructed, which make the importance of constructive psychology, whole approach, and the principle of adaptive instruction be recognized. Third, post-modern society has subjective tendency and is expressed as individuality, novelty, temporality, diversity, which look like chaos. But dominant principle of individuality constituting it is in order and clear. Fourth, the curriculum of post-modern society is source which makes student very creative producer, and is development from the inside. Furthermore, cooperative approach is necessary to nurture cooperative human being whom post-modern society demands, and the integrative approach of curriculum knowledge is required for developing creativity. Curriculum should be open to restructure according to the ability of each student, which eventually leads to the accomplishment of the administration of student-centered curriculum.

김병하 Byung Ha Kim

DOI: Vol.1(No.1) 19-37, 2000

Currently, the reform of education at national level in Korea was conducted to construct the knowledge-based society. The reform of education forward knowledge-based society for the disabled student in Korea can be utopia and distopia. The successful reform should be conduct through the restructuring of schools for all children. The restructuring of schools to achieve qualitative outcomes for all children involves the conviction that schooling makes a difference, and schools are capable of changing to well educate all students together. To establish school restructuring, the reform should be include students with special needs. I suggest a conceptualization of a unitary rather than a dual school system for reform of inclusive education with the disabled students. Restructuring special education in Korea should be conceptualized at theorical and practical level. At theorical level, it means deconstruction of functionalism, and the reforms at practical level means the paradigm shift from segregated education to inclusive education for the students with special needs.

한현민 Hyun Min Han

DOI: Vol.1(No.1) 39-63, 2000

To present the alternative concept of special education as a public service, the fundamental concepts in special education were critically reexamined in the present study. The concepts reconsidered include impairment, disability, and handicap; needs and special needs; special educational needs(SEN); and their relationships to special education. The author recommends that the criteria for determining eligibility for special education should be special needs(e.g., academic, behavioral, social, physical, etc) exhibited by schoolchildren rather than children with disability or disability itself. Futhermore, the need for reconceptualizing of special education is suggested.

윤광보 Kwang Bo Yoon

DOI: Vol.1(No.1) 65-86, 2000

The purpose of this study is to investigate the plans(strategies) for the successful curriculum implementation. For this purpose, primary influenced factors, supporting plans, and school``s functions for curriculum implementation were studied. The method of study was based on the literature research by collecting and critical analyzing primary data from related literatures. The conclusions derived from the study are follows. First, the factors that have influenced on the curriculum implementation are factors related to curriculum development, teacher characteristics, and supports. The sub-factors related to curriculum development include the clarity and complexity of curriculum, and the quality and practicality of curriculum materials. The sub-factors related to teacher characteristics are teacher``s professional knowledge, teacher``s sense of efficacy, teacher``s concerns and perception on curriculum. These sub-factors are directly related to academic achievements because such factors can be used as a decision-maker for the quality of academic experiences. The supporting factors related to curriculum implementation are classified into human support and non-human support. Non-human supports include time allocation, finance, facilities, and materials, whereas human supports are administrative leadership, reliable human relationship between administrators and teachers, and administrative and peer supports. Second, the supports for curriculum implementation can be effective when projected systematically and cooperated between central and local governments. The major inputs of supporting strategies can be the development and distribution of curriculum materials, the development of guidelines of curriculum organization and management, and pre-service and in-service of teachers. Third, the major factors of curriculum implementation plans are the development of school-based and class-based curriculum, and the role of principle and teachers. For the desirable development of school curriculum, first of all, the school should have more discretion than before. At the same time, the teachers should have the professional quality to develop curriculum with self-awareness as a curriculum designer and researcher.

조인수 In Soo Cho , 박정식 Jung Sik Park

DOI: Vol.1(No.1) 87-119, 2000

Transition education is based on a cooperative system in order to produce outcome-based education objects that help students with disabilities become more mobiles adulthood. Recently, as a means of education reform in developed contries, it``s significance is starting to be emphasized. Thus, to establish the theoretical foundation of transition education, there is a need to build the delivery system, and then it``s application, and the practice must be implemented. The aims of the study are : First, to investigate a systematic transition education approach pursuing the improvement of the quality of life and community participation of the individuals with disabilities. Second, to examine transition`` components and the types of the transition education. Finally, to establish of a cooperative system team and to demonstrate its approach. The results of the study are as follows First, the core of the transition system is to support the diversity of individuals`` adult-roles, cooperation and communication, transition planning, and students`` initiative. Second, The channels of transition service are as various as each students`` interests and preferences. Finally, one school alone can``t fully support such students, so it is important that SDS(Service Delivery System) team be made in stages.

임안수 Ahn Soo Lim

DOI: Vol.1(No.1) 131-147, 2000

This article described assessment areas for selecting literacy media for students with visual impairments using the initial assessment and the ongoing assessment. In the process of assessments two students were evaluated to select the appropriate literacy media for them. In the initial assessment nine years old girl with low vision(Sujin) showed that her reading rate of print was 20cpm(character per minute) and her reading rate of braille was 66cpm. But Sujin didn``t receive any training of low vision aids such as magnification and CCTV. After she receives its training, it will be possible for her to increase her reading abilities. At present it is better that she uses braille as primary medium and print, supplemental medium. In the ongoing assessment Minho who is twelve years old boy with low vision was evaluated to select his literacy medium. His reading rate of braille was 96cpm and his reading rate of print was very slow. But it was recommended that Minho would use braille as primary medium and print, supplemental medium.

여광응 Kwang Eung Yeo , 노창수 Chang Soo No , 강미라 Mi Ra Kang , 박현옥 Hyun Ok Park

DOI: Vol.1(No.1) 139-166, 2000

This study aimed to develop literacy learning model and program on reading and writing activities for child with mental retardation. Qualitative research methods were used in this study. Primary data was analyzed papers and literatures related to instruction-learning in mentally retarded children. Secondary programs were developed through analytic model, which enabled the data to be organized and linked systematically for literacy activities. Developed reading program was the sequences the followings that include matching of picture and word, differential of letter shape, repeating simple word, reading board and bulletin. Furthermore, activities stages or writing program was upright grasping pens, drawing at limited line, rewriting dot line, writing sample word. Conclusions from the data suggested that children with mental retardation must be prepared for literacy activities to learn reading and writing into their various environment. Combined teaching strategies from both early childhood and elementary education must be support each child``s language and literacy development, and progress.

박화문 Hwa Moon Park , 주현숙 Hean Suk Ju , 김창평 Chang Pyung Kim , 전지형 Ji Hyung Chun

DOI: Vol.1(No.1) 167-188, 2000

A curriculum in Special Education School organizes 4 sectors-subjects, special activities, its school control activities and therapeutic education activities. Among them, the remedical education activities that help children with disabilities improve and overcome their situation, that try themselves keep going independently involves very important educational meaning. Like this kind of remedical education activities are come under independent activities in special education curriculum of Japan and related services in special education of America. In this article, we are going to study these in detail so that look into the nature of the remedical education activities, its contents, and the characteristics of its operation. Also we are going to check the problems related remedical education activities and provide how to deal with them.

이헌규 Hun Gyu Lee

DOI: Vol.1(No.1) 189-206, 2000

This study provided an overview of the status of accommodation for handicapped people in Daegu Metropolitan city, as well as the methods to expand those accommodations from the eye of securing the access right by handicapped people. We have surveyed the accommodation for handicapped people in streets, Eub, Myun, Dong town offices, social welfare facilities, medical facilities, schools, public and private facilities, auditorium and gathering facilities and bus terminals, etc., together with the raised blocks (brailles), aids for visual and hearing handicapped people, based on the ``Convenience Extend Law for Handicapped People`` in Daegu area. Particularly, we were able to survey on the welfare policies for handicapped people and accommodations establishment status by each ward office in Daegu Metropolitan City. Our records indicate that average 54.80% of the ward offices have those convenience facilities installed. Though there are a lot of variations by each ward offices, the accommodations for handicapped people are comparatively high. Based on this study, we are suggesting the methods of securing accommodations by building up convenient life environment, providing more facilities in work places and houses, increasing transportation services, stationing personnel for handicapped people and installing more handicapped people information centers. We pope this study will serve as a turning point for the recognition of the necessity to promote the convenience for handicapped people in our community.

강창욱

DOI: Vol.1(No.1) 211-214, 2000

이영철

DOI: Vol.1(No.1) 215-223, 2000

김진호

DOI: Vol.1(No.1) 225-230, 2000

정용석

DOI: Vol.1(No.1) 231-234, 2000

윤광보좌장 , 김삼수토론자 , 오세웅토론자 , 추연구토론자 , 우정한토론자 , 양금자토론자

DOI: Vol.1(No.1) 237-247, 2000

민천식

DOI: Vol.1(No.1) 251-268, 2000

민천식

DOI: Vol.1(No.1) 269-277, 2000

김영숙

DOI: Vol.1(No.1) 279-283, 2000

학회자료

DOI: Vol.1(No.1) 284-290, 2000

김병하

DOI: Vol.1(No.1) 291-292, 2000