정정온 Jeongon Jeong , 백종남 Jongnam Baek , 김삼섭 Samsup Kim

DOI:10.19049/JSPED.10.1.01 Vol.10(No.1) 1-21, 2009

The purpose of this study is developing the adoption criterion about Multiple Intelligence theory for special class teachers. The participant of this research is 197 special class teachers. First, We made the adoption preliminary criterion. Preliminary criterion is made by development of item group, professional examination and preliminary inspection. Second, To improve item discrimination, We applied analysis of mean and standard deviation, Alpha if item deleted and item-total correlation. And to improve construct validity of criterion, we applied exploratory factor analysis which is evidence on internal structure. From this result, We found out 29 items subjected those 6 categories: the teacher``s preparation for class; artistic acceptance; school cooperation atmosphere; cooperative acceptance; respectable atmosphere; information exchange. This study focused on probing and opportuning what criterion is needed for special class teachers in which the teachers adapt the Multiple Intelligence Theory. These new criterion will be used as a criterion whether the teachers is prepared for adaption about Multiple Intelligence theory or not. In addition, We expect that the adoption criterion about Multiple Intelligence theory will be useful for further study to know the degree of preparation for adoption about Multiple Intelligence.

다중지능이론 수용 준거, 특수학급 교사, adoption criterion about Multiple Intelligence theory, special class teacher

권순황 Soonhwang Kwon

DOI:10.19049/JSPED.10.1.02 Vol.10(No.1) 23-37, 2009

The purpose of this study was to investigate the influence from life experience in younger childhood of Deaf students with Deaf family members to inclusive education. The subjects of this study were 90 students, All of them was with Deaf(hearing loss degree was upper than 90dB). 28 of them had life experiences with family members with Deaf, and others had not family members with Deaf. The conclusions of this study were as follows; First, Deaf children with experiences with their Deaf family members had higher-level self-esteem about using sign language and more flexible about using between Sign language and oral language than without experiences. Second, Deaf children with experiences with their Deaf family members had more positive awareness about inclusive education and general classroom-referenced.

농인 가족, 2bi, 이중언어, 이중문화, 농학생, 수화, 구화 통합교육, Deaf families, bi-language, bi-culture, Deaf student, Sign language, Oral language, Full Inclusion

이태훈 Tae Hoon Lee

DOI:10.19049/JSPED.10.1.03 Vol.10(No.1) 39-55, 2009

Estimating the distance between places when walking through an environment is an important skill for people with visual impairments. Tactile maps can provide useful information about the distance between places in unfamiliar environments, but the distances on the map need to be scaled to estimate distances in the real environment. The purpose of this study is to investigate this skill. There were thirty participants aged 21 to 39 years in experiment: 10 people who were visual impaired and twenty who were normal sighted. They were given a map and asked to place an object along a path in a position which corresponded to that object``s position on the map. The findings of this study confirmed that the visual impaired performed less well than the sighted, relating to the accuracy of estimating distance. For the tendency of estimating distance, the visual impaired tended to estimate both more shorter or more longer as increasing ratio distances, but the sighted tended to estimate more longer continuously.

시각장애, 촉지도, 거리판단, 보행, visual impairment, tactile map, distance judgement, orientation & mobility

곽정란 Jeong Ran Kwak

DOI:10.19049/JSPED.10.1.04 Vol.10(No.1) 57-84, 2009

The purpose of this study is to find out history of higher education and support service for disabled people in South Korea. To establish this purpose, the writer used analyzing records and interview. The conclusion of this study is as follows: In South Korea, entrance into higher education of disabled people was divided into three periods as aspects of support services given to them; first, permitted partially, from the beginning of higher education to 1994, second, the expanding period in formal, after pregenital entrance program conducted, and the last, after established Assistive Office for the disability since 2000 to current. High education for disabled people have proceed from exclusion to inclusion, but support system for disabled people is different from support system for non-disabled people.

장애인 고등교육사, 장애학생지원, History of higher education for Disabled People, support service for disabled people

김동일 Dong Il Kim , 손지영 Ji Young Son

DOI:10.19049/JSPED.10.1.05 Vol.10(No.1) 85-112, 2009

The purpose of this study is to identify instructor perceptions, needs, and effective support system for instructor to teach college students with disabilities. A survey of sixty two university instructors was carried out to investigate their perceptions and needs of teaching college students with disabilities. In addition, interviews of four instructors and four experts in the higher education for disabled students were implemented. Furthermore, two outstanding universities in the United States were investigated to find out their policy and strategies for instructor support. The results of survey reveal that instructors have low perception of accommodations related to the test and evaluation and that they need to be provided disability information and accommodation guide. Finally, the results of the study suggest an instructor support system in terms of five dimensions, which are procedure, information, counseling and education, assistance, and disability awareness.

장애대학생, 수업 지원, 교수자 지원, 수업 조정, 교수 인식, college students with disabilities, instructor support system, accommodation, instructor perception

박경란 Kyoung Ran Park

DOI:10.19049/JSPED.10.1.06 Vol.10(No.1) 113-135, 2009

This paper tried to seek the most effective literacy instruction method for students with hearing impairment by reviewing their literacy characteristics and language instruction methods that enhance literacy abilities of students with hearing impairment. literacy instruction methods for students with hearing impairment could be divided into bottom-up, top-down and the interactional approach, and each approach had different characteristics. The bottom-up approach focused on acquisition of basic structure of language. The top-down approach emphasized the actual meaning in the communication situation and function. And the interactional approach put emphasis on the use of metacognitive strategies for meaning composition. However, respective approach had their own limits. The bottom-up approach could not draw children``s interest because of static and repetitive learning, and there were limits to the generalization. The top-down approach overlooked small elements of language such as grammatical morphemes and an acquisition of systematic grammatical knowledge. And the interactional approach was not effective for students group of hearing impairment who had low level of language abilities. A specific approach is not ideal for all students for literacy instruction, and it could be said that every sort of teaching methods can not handle all of language problems. Therefore, we should consider a well-balanced instruction method which combine above three methods such as promoting the meaningful use of language, acquiring systematic grammatical knowledge, and facilitating cognitive meaning composition for literacy instruction to the students with hearing impairment. Additionally, we consider individual language abilities, chronological age, a main communication tool, and affective factors at the same time.

청각장애, 문식성 특성, 문식성 지도방법, hearing impairment, literacy characteristic, literacy instruction method

배혜영 Hyeyoung Bae

DOI:10.19049/JSPED.10.1.07 Vol.10(No.1) 137-157, 2009

The purpose of this study was to provide beneficial information in planning optional early intervention services by examining stress factors of mothers having children with autism spectrum disorders(ASD) in rearing the children. The mothers`` efforts and suggestions were also investigated to cope with the stress factors and to improve quality of intervention services. Subjects who were three mothers of children with ASD attending childcare centers in Seoul and Kyunggido expressed their stress factors including diagnostic assessment, intervention and inclusive programs, school readiness, and their child``s autistic characteristics. Collection of required information on and selection of their child``s intervention and inclusive programs, participation in parental training, collaboration with inclusive program teachers, etc. were the mothers`` efforts to solve the stress factors. Lastly, parental participation in the assessment process, education of professionals for ASD, transition meeting with related people for their child``s education were their suggestions. These suggestions offered on the basis of the mothers`` experiences in rearing their child seem very effective and practical in designing future early intervention services.

자폐범주성장애 아동의 어머니, 스트레스 요인, 스트레스 해결방법, Autism Spectrum Disorders, Mother, Stress factors, suggestions to cope with stress factors

우정한 Jeong Han Woo , 이희광 Hee Kwang Lee

DOI:10.19049/JSPED.10.1.08 Vol.10(No.1) 159-180, 2009

Vocational education is to develop knowledge, skills and attitude for getting a job. Especially vocational education is important to students with disabilities. However in special education it is insufficient not only contents and materials but also teaching method for vocational education. The purpose of this study was to know the effects of TIE(Television in Education) vocational education on job preparation skills and learning attitude of students with mental retardation. The subjects were 6 male students with mental retardation who were enrolled at special school. The conclusion were as follows. First, task performing competence of interview skills, time management, declaration of intention and vacational exploration was improved, so the TIE vacational education has effect on increasing job preparation skills of students with mental retardation. Second, interest, attention and task performing attitude was improved, so the TIE vacational education has effect on increasing learning attitude of students with mental retardation. Some recommendations were suggested based on the result of this study.

TIE 활용교육, 직업교육, 정신지체학생, 직업준비기능, 학습태도, TIE, Television in Education, vocational education, students with mental retardation, job preparation skills, learning attitude

원성옥 Seong Ok Won , 김지숙 Ji Sook Kim , 장은숙 Eun Suk Jang , 김선영 Sun Young Kim , 이윤선 Yun Sun Lee , 이현정 Hyun Jung Lee , 김병아 Byung Ah Kim

DOI:10.19049/JSPED.10.1.09 Vol.10(No.1) 181-205, 2009

This study was to develope a early literacy improvement program and investigate the effects of the program on early literacy skills for children with hearing impairment. 20 children with Cochlear Implants were randomly assigned to one of two groups: experimental group and control group. They were taught for 10 session. Experimental group received early literacy instruction, and control group received only storybook reading activities. We analyzed data using ANCOVA, MANCOVA, and discriminant analysis. As a result, this early literacy instruction group was significantly performed better than control group on word reading, word writing, letter knowledge and phonological awareness. The most discriminant variable between early literacy instruction group and control group was word writing, followed by word reading, phonological awareness, letter knowledge. Therefore, these results indicate that early literacy program for children with CI should include phonological awareness with phoneme-grapheme correspondence, aural and visual teaching strategies, and interesting phonics storybook.

청각장애유아, 초기문해, 단어읽기, 단어쓰기, 글자지식, 음운인식, children with hearing impairment, early literacy, word reading, word writing, letter knowledge, phonological awareness

최성규 Sung Kyu Choi , 이종배 Jong Bae Lee

DOI:10.19049/JSPED.10.1.10 Vol.10(No.1) 207-228, 2009

The purpose of this study was to compare the effects on daily concept and scientific concept teaching to improve vocabulary of the science subject for hearing impaired students. Two hearing impaired students who are fifth grade in general education setting with hearing teacher without any language supporting services were participated for this study. After regular studying, the two hearing impaired students were studying with special class teacher who have sign interpreter licences and teaching experiences for hearing impaired students. The two students were studying with important subjects such as literacy, mathematics, and science. After every science class with regular class, the two students write some vocabularies related with science subject which means mind map vocabulary. Then the two students had to write the mind map vocabulary related with same target word with science subject. This study concluded that in the classroom environments without any language supporting services most hearing impaired students cannot catch the vocabulary concepts related with subjects effectively.

일상적 개념, 과학적 개념, 청각장애학생, 어휘력, 수어 조어, 마인드맵, daily concept, scientific concept, hearing impaired students, vocabulary ability, coined sigh language, mind map

최진오 Jinoh Choi

DOI:10.19049/JSPED.10.1.11 Vol.10(No.1) 229-248, 2009

The purpose of this study is to investigate the problem behavior intervention practices of elementary school teachers. Three hundred sixty two teachers were surveyed about the frequency of use and the effectiveness of 21 problem behavior interventions that they used and what resources they utilized in order to develop these interventions. Results indicated that teachers preferred to employ problem behavior interventions, which could be used easily and tended to avoid parents`` supports on intervening challenging behaviors. While teachers considered punitive interventions such as spanking less effective, they perceived educational interventions such as token economy and counseling to be more effective. When developing interventions of challenging behaviors, teachers were more likely to depend on subjective information such as personal experiences and other persons`` advice than objective data such as articles, books and research studies. Three teacher variables, gender, educational experiences, and existence of in-service training about problem behaviors, had significant relationships with the frequency of use and the perceived effectiveness of problem behavior interventions.

문제행동, 중재방법, 정서행동장애, 교사인식, problem behavior, intervention, E/BD, teacher perceptions

표말란 Mal Ran Pyo , 정은희 Eun Hee Jeong

DOI:10.19049/JSPED.10.1.12 Vol.10(No.1) 249-274, 2009

This study aims to identify special education teachers`` recognition on after-school and its management. For the purpose, this study compares special school teachers according to school types, targeting special school teachers who are in charge of after-school in special schools in Gwangju and Jeonnam. For this study, we interviewed 139 teachers who had experiences of after-school instruction in special schools in Gwangju and Jeonnam using a questionnaire. 119 copies (86%) of which we used for actual analysis. The results of the analysis are summarized as follows: First, in respect to the management of after-school, this study found that school heads and parents had the largest interest in it and they were also interested in how much teaching materials and tools, preparation against safety accidents, facilities and equipment are prepared. The programs were inclined to information & communication, art and crafts. Second, its was found that teachers`` interest in and recognition on after-school was relatively high, and hoped that after-school would be expanded. The purposes of after-school they considered as most important were development of talent and specialities of the students with disabilities. Their satisfaction in after-school was high, but they felt much energy consumption was the biggest burden. They recognized that blending of external instructors with special education teachers is desirable for after-school teachers, centering on special education teachers. As suggestions for future program, they answered that the program should be developed and expanded according to levels, and pointed out that negative instruction by internal teachers due to excessive tasks is a problem. To improve the expertise of after-school instructors, they mentioned the necessity of training relating to after-school and emphasized steady efforts and self-development of instructors.

특수학교 교사, 방과후 학교, 인식, special school teachers, after-school, recognition

하상근 Sang Geun Ha , 김용욱 Yong Wook Kim

DOI:10.19049/JSPED.10.1.13 Vol.10(No.1) 275-299, 2009

The present study purposed to develop standards for special school principal``s competency by analyzing standards for ordinary school principal``s competency and the contents of job required in the administration of special schools. According to the results of analyzing previous studies in foreign countries, Interstate School Leader Licensure Consortium(ISLLC) in the U.S, and National Standards for Headteachers (NSH) in the U.K. suggest six large areas - school vision(future creation), school culture and class programs (leading teaching and learning), school management, cooperation with parents and local community (self-development and cooperation), administrator ethics (accountability), and extensive situational context (strengthening the ties of community through cooperation) - in their standard job descriptions for principals and emphasize the guarantee of minimal quality of education. In Japan, standard job descriptions for principals are divided into three areas-laws and regulations, items entrusted to the Education Committee, and miscellaneous-based on law and regulations on management personnel, and emphasize the observance of specific rules. Based on major foreign cases, Korean Educational development Institution has developed ``standards for ordinary school principal``s competency`` in six large areas-curriculum operation and assessment, guidance and support of students`` life, faculty management and support, the organization and operation of school administration, support to cooperation with parents and community, and specialty enhancement and support. In addition, CEC suggests seven areas-the base of special education, learners`` development and characteristics, difference in individual learning, class planning assessment, cooperation, and professional and ethical practice. Based on these researches, we developed "standards for Korean special school principals`` competency" suggesting 10 large areas, 26 sub-areas, and 99 competency items. These standards were developed through consultation with specialists in a way of employing the strong points and correcting the weak points of the foreign standards presented above, and meeting requirements in the current educational situation of Korea. "The standards for Korean special school principals`` competency" developed in this study are expected to be used in the field of special education for the education, appointment, job training, and competency assessment of special school principals.

특수학교장, 직무수행능력 기준, Special school principals, standards for competency

한경임 Kyung Im Han , 송미승 Mi Seung Song , 박철수 Cherl Soo Pahk

DOI:10.19049/JSPED.10.1.14 Vol.10(No.1) 301-322, 2009

The purpose of this study was to analyze the structural pattern on the special education teacher image of junior and senior university students majoring special education. The Q-methodology was used for research because this method is useful for analyzing subjectivity like as individual value, attitude, belief and image. The Q-population of this study was 40 units got from previous study and P-sample was collected from junior and senior students majoring special education live in Gyeongnam province. The analyzing population were 41, that is, female 31 and male 10. As a result of analyze, special education teacher image of junior and senior university students majoring special education were constituted in 3 types. The frist type was labeled as the type of universal occupation based on humanity. They have image of special education teacher as one of the general occupation based on humanity. The second type was labeled as the type of skilled occupation focused on actualistic teaching function. They have image of special education teacher as a occupation having professional skill. The third type was labeled as the type of absolute humanity occupation focused on the royal summons pursing social understanding about special education teacher. They have image of special education teacher as a occupation having an unique summons and they wish to change social recognition about special education teacher.

특수교육 전공 대학생, 특수교육 교사 이미지, Q-방법론, Q-methodology, special education teacher image, university students majoring special education

김병하 Byung Ha Kim , 이근용 Kun Yong Rhee , 김태영 Tae Young Kim

DOI:10.19049/JSPED.10.1.15 Vol.10(No.1) 323-342, 2009

This paper present the history, phenomenon, and issues of Daegu University in order to understand these of Korean special education. The early development of special education in our country was led by private institutes or organization. Daegu University developed the first program of special education at the higher education level in Korea. The University and attached special schools have played the important roles, such as the pioneer practice in educating children with disabilities, preparation of the professionals in special education, urging law-makers to establish the Special Education Acts, and developing the national curriculum of special schools for students with disabilities. Regarding such important roles as a pioneer higher education, Daegu University needs to recognize the historical responsibility and to show leadership again for the establishment of the identity of Korean special education. Further, the University must be able to cope with new problems and issues of special education after the unification of Korean peninsula.

대구대학교, 한국특수교육, 남한, Daegu University, special education, South Korea

신일근 Il Geun Shin , 김영일 Young Il Kim

DOI:10.19049/JSPED.10.1.16 Vol.10(No.1) 343-362, 2009

The purpose of this study was to investigate the leisure activities of secondary school students with mental retardation during the summer break and their mother``s needs for the children``s leisure activities. The primary author interviewed individually with a total of 20 mothers in direct contact (13 cases) or on the phone (7 cases), taking an average of 50 minutes. All the interviews were audiorecorded, transcribed, and analyzed in accordance with qualitative research methods. The mothers reported that their children with mental retardation spent leisure at various types of centers but most of the programs were not interesting to them. The mothers stated that they were afraid of their children being driven out of the program and the centers ran short of support from the governments. The mothers stated that students with mental retardation got bored with staying home and that their children``s stay at home during the break increased stress and conflicts between siblings. Finally, the participants expressed the need for expanding governmental support and diversifying the programs at centers. Their need was intensified by their statement that they would not have appropriate plans for their children with mental retardation during the upcoming winter break.

방학 중 기관중심 여가생활, 방학 중 가정중심 여가생활, 여가생활에 관련한 어머니의 요구, center-based leisure, home-based leisure, mothers` needs