이상은 Sang Eun Lee , 조원일 Won Il Cho

DOI:10.19049/JSPED.10.2.01 Vol.10(No.2) 1-32, 2009

This study was conducted to understand the job experiences of thespecial teachers working at special schools and classes and explore the difference among them. Its concrete task of‘what kind of job experiences do the teachers taking charge of special education have and what does the difference among teachers’various job experiences depending on their working environments mean?’was performed by applying a grounded theory(Strauss & Corbin, 1998) method to it. The research method was suitable to this study trying to extract a concept and a theory inductively based on special teachers’deep understanding of field experiences and the reality. This study showed that from open coding 126 concepts, 36 subcategories and 12 categories were derived. A process for the job experiences of the special teachers working at special schools and classes was analyzed into the four steps such as‘the step of job experience’,‘the step of frustration and conflict’,‘the step of change and adaptation’and‘the step of satisfaction and development’. In selective coding, a key category was expressed as ‘the difficulty in performing special education and various interpersonal conflicts’. Confirming the relevance between continuously appearing categories centering on the category showed that types included‘positively coping type’,‘negatively accepting type`` and ``independent self-development type’.

특수교사, 직무경험, 근거이론, 질적 연구, teachers of special school and special class, job experiences, grounded theory, qualitative study

박경옥 Kyoung Ock Park , 고등영 Dung Young Go , 김종인 Jong In Kim

DOI:10.19049/JSPED.10.2.02 Vol.10(No.2) 33-56, 2009

The study investigated effects of education and welfare services offered in the community on the socially adaptive behavior skills and self-esteem of students with severe and multiple disabilities who are receiving residential and itinerant education, and examined a program satisfaction degree of community service providers and families who participated. The result of the study showed that the socially adaptive behavior skills and self-esteem of all three students were improved. The students and their families have more concern for individual and social behavior skills than other skills. The community-based welfare services expanded their activity range, and improved their independence and self-confidence, as well as social skills. Particularly, families, the staff from organizations, and volunteers reported the positive effects of connecting the community-based welfare service to education programs of schools for students with severe and multiple disabilities. The participants`` satisfaction degree of the program was high. So, the study discussed that students with severe and multiple disabilities need the community-based welfare services with residential and itinerant education for their social integration, eventually.

지역사회 복지서비스, 순회교육, 사회적응행동, 자아효능감, 중증 지체장애, Community Welfare-Service, Residential and Itinerant Education, Socially Adaptive behavior and self-esteem, student with severe and multiple disabilities

한동기 Dong Ki Han , 강유석 Yoo Seok Kang , 양한나 Han Nah Yang

DOI:10.19049/JSPED.10.2.03 Vol.10(No.2) 57-84, 2009

The purpose of this study was developing physical activity program to improve peer relationship of children with disabilities in inclusive elementary school. Literature review about peer relationship and physical activity was made first, then deep interview and field observation were conducted on regular class teacher, special class teacher, parents, and children without disabilities to understand the field. Validity test of collected data was conducted by the discussion of professionals. Analysis of data found that changing the perception and attitude of teacher was mostly in need and among children with disabilities, one with will to participate and developed motor skill had a positive interaction with children without disabilities. Based on overall analysis, the direction and goal of development of physical activity program, the form basis of physical activity program, and the development of model and reference of physical activity program were decided. Additionally, 8 major categories and 26 subcategories were classified. Ramifying each subcategories resulted in developing 105 physical activities. Further research is needed to examine the effect of the program in the field.

장애아동, 통합교육, 또래관계, 신체활동 프로그램, children with disabilities, inclusive physical education, peer relationship, physical activity program

윤광보 Kwang Bo Yoon , 김영걸 Young Gull Kim

DOI:10.19049/JSPED.10.2.04 Vol.10(No.2) 85-109, 2009

This study was conducted in order to survey the current state of therapeutic support activities in the field and to make plans to improve therapeutic support activities. For the purpose, we sampled special schools for students with visual impairment, hearing impairment, physical disability, mental disorder and affective disorder, 6 schools for each, and conducted a questionnaire survey. In the results of analyzing the operation and needs of special schools centering on factors related to the curriculum, most of theschools were executing therapeutic support activities two hours a week. In the results of surveying the schools’needs, many schools wantedthat therapeutic support activities would be included in the curriculum, and their preferred activities were communication training, physical function training, life adaptation training, and psychological behavior adaptation training. With regard to the qualification of persons in charge of therapeutic support activities, they thought that therapist teachers with subspecialty are most qualified. This study analyzed the current state and needs of therapeutic support activities, and the results had implications as follows.First, in revising the special school curriculum in the future, we need to discuss how to include therapeutic support activities in the curriculum, and methodological approaches are considered more desirable than content approaches. Second, as to the allocation of hours to therapeutic support activities, it will be more desirable to utilize optional activities, after.school hours, or the classes of relevant subjects rather than allocating a fixed number of class hours as one of ordinary school curriculums. Third, the school therapeutic support activity model shared roles with community institutes so that schools perform basic therapeutic support activities and special institutes execute advanced treatment. Fourth, for persons in charge of therapeutic support activities, it is necessary to educate therapist teachers with subspecialty and to establish a national school therapist system.

치료지원활동, 치료교육활동, 2008년 개정 특수학교 교육과정, therapeutic support activities, Special School Curriculum Revised in 2008

이한선 Han Sun Lee

DOI:10.19049/JSPED.10.2.05 Vol.10(No.2) 111-128, 2009

This study is to find out effect of sign language-centered reading program to improve vocabulary, grammar, writing, and reading abilities of individual with deaf. this sign language-centered reading program in this study was design for individuals with deaf who limited to communicate with other people due to hearing impairment for elevating elevate degree of volunteer participation and interest induction. the conclusion of this study are as follows; First, sign language-centered reading program have an positive effects of elevating to vocabulary, grammar, writing, and reading abilities of individual with deaf, but some same errors remains in specific parts. Second, sign language-centered reading program have an positiveeffects to improvement of literacy of individual with deaf, as well thinking, comprehension, and self-confident and so on. The findings suggest that it should be consistently instructed from young in order to elevate vocabulary and learning ability, as well to be consistently developed programs

수화, 독서지도, 농, 어휘 및 문법, 쓰기, 읽기, sign language, reading program, deaf, vocabulary, grammar, writing, reading abilities

송찬원 Chan Won Song

DOI:10.19049/JSPED.10.2.06 Vol.10(No.2) 131-151, 2009

This study looks into the executive function of children with learning disorder from three perspectives through documentary study. First, historical aspect was dealt with by looking at studies related with the frontal lobe that is the basis for the study on executive function second, academic approach on the executive function of children with learning disorder was briefly looked at from neuropsychological aspect; and lastly, the purpose of this study was laid on seeking appropriate learning strategyaccording to the executive function of children with learning disorder. According to the result of the study, the early neuropsychologists studied executive function in relation with the frontal lobe. As a result, it was found that the prefrontal lobe which is at the very front of the frontal lobe is an important part of the cerebral cortex which is in charge of executive function. Moreover, it was found that executive function is a necessary cognitive capability that should be measured from the aspect of neuropsychology that deals with the relationship between the brain and behavior, and between the brain and intellectual capacity. This identified the fact that executive function is an important variable that influences the learning ability and behavior of children. This called for the need of establishing an effective learning strategy that considers the characteristics of executive function of children with learning disorder; and various strategies have been researched.

전두엽, 학습장애, 실행기능, 학습 전략, learning disorder, executive function, learning strategy

김용욱 Young Wook Kim , 우정한 Jeong Han Woo , 안정애 Jeong Ae An , 이성환 Seong Hwan Lee

DOI:10.19049/JSPED.10.2.07 Vol.10(No.2) 151-174, 2009

This study review and analyze research articles to investigate the reading intervention factors of RTI researches for elementary students with reading disability. For this study the total of 11 research articles were selected from the major journals of special education and were reviewed on subjects such as intervener, subjects, type, and procedure of intervention, instruments for response measurement, and research result. The major conclusions are as followings: First, most of research were implemented by general and special teachers and experts such as clinician and graduate students. And the subjects of research reviewed in this study were mostly first and secondgrade elementary students. Second, the types of intervention were diverse but mostly applied earlyliteracy program. The major factors in reading intervention included phonic awareness, word recognition, fluency, and understanding. Instruments for response measurement were mainly used for fluency testing which the most non-response students showed problems. Third, intervention were implemented in a small group with 2 or 3 times in a week or 30 to 45 minutes in every day. In discussion, this study suggest further research works for implementing RTI model for at-risk elementary students with reading problems.

중재반응모델, 학습장애, 읽기장애, 판별, 조기중재, 이중불일치, response to intervention, RTI, learning disability, reading disability, diagnostic processes, early intervention, dual discrepancy

최성규 Sung Kyu Choi

DOI:10.19049/JSPED.10.2.08 Vol.10(No.2) 175-193, 2009

Hearing impaired student is limited to hearing abilities because of congenital and/or postnatal hearing loss. Because of the hearing loss most hearing impaired students cannot pronounce distinctly. Therefore many researchers who had studied on hearing impaired students’social and emotional adaptation abilities misunderstood that hearing impaired students have specific social and emotional disturbed. Two hearing impaired students who are fifth grade in regular class environments were participated for this study. The 20 target vocabularies from science subject of the fifth grade were selected from five teachers. The Korean Meadow/Kendall Social- Emotional Assessment Inventory for Deaf Students were utilized for this study. The social and emotional adaptation abilities were collected by regular class teacher before teaching the coined sign language. Also the social and emotional adaptation abilities were collected by regular class teacher were gathered after coined sigh language. The results of this study were that (a) the coined sign language was effective to improve the social and emotional adaptation abilities; and (b) there were not any specific social and emotional characteristics for the hearing impaired student. Therefore this study concluded that the social and emotional adaptation abilities for hearing impaired students were influenced by language interaction.

이숙향 Suk Hyang Lee

DOI:10.19049/JSPED.10.2.09 Vol.10(No.2) 195-229, 2009

The purpose of this study was to investigate perceptions of special education teachers and parents on self-determination of students with disabilities and instructional practices that are related to teaching students with disabilities to be self-determined. For this purpose, 17 special education teachers, who have worked at special schools or special classrooms across elementary, middle and high schools, and 10 parents of students with disabilities participated in this study. Focus group interviews were conducted with the teachers and telephone interviews were conducted with the parents. From the qualitative analysis, five themes emerged as follows: (a) perceptions of self-determination, (b) influential factors related to providing opportunities to promote self-determination, (c) providing opportunities and instructional strategies to promote self-determination, (d) difficulties related to instruction of self-determination, and (e) support and other methods to address the difficulties of teaching self-determination. Based on the findings, further implications were provided in order to improve perceptions of self-determination and its application to promote self-determination of students with disabilities.

자기결정, 인식, 장애학생, 특수교사, 부모, Self-determination, Perceptions, Students with disabilities, Teachers, Parents

김응범 Eung Bum Kim

DOI:10.19049/JSPED.10.2.10 Vol.10(No.2) 231-256, 2009

We investigated the effectiveness of using sign language in teachingwriting in the Korean language to deaf students who are regular users of sign language. 30 middle and high school students enrolled in deaf schools were given writing skill sessions through the use of sign language and it was found that their overall writing skills improved. Based on our findings, we provide the following as guidelines for teachers to help students learn to compose grammatically correct sentences: (1) use sign language as a means of teaching and, importantly, use standardized sign words and sentences; (2) help understand the difference in words, word order, and sentence pattern between the spoken and sign languages; (3) help understand the difference in sentence elements, tense,and composition of sentence between two languages; (4) help understand a word by relating its written form and the corresponding sign; (5) help understand the functions of postpositions and word endings and relate their written forms to the corresponding signs or fingerspells; and (6) help understand that words in spoken language are inflective unlike in sign language.

농 학생, 수화, 문장력, deaf student, sign language, writing skills

김건희 Keon Hee Kim , 홍정숙 Jeong Suk Hong

DOI:10.19049/JSPED.10.2.11 Vol.10(No.2) 257-284, 2009

This article is a cross-cultural qualitative study of educators in selected inclusive education classrooms in South Korea and the United States. It examines how educators construct the meaning of autism. The teachers’interpretations ofstudents labeled with autism are similar in some ways but differ in others. The study is based on interviews with educators who have experience with students labeled with autism in inclusive classrooms at preschool and elementary levels in both countries. The data analysis uses the constant comparative method; derived major themes consist of constructed meanings related to inclusive education. Many of the American teachers interviewed viewed students labeled with autism as having different types of learning styles, whereas many of the Korean teachers interviewed indicated students labeled with autism come to be like other students through their participation in classroom groups. This study shows two different constructions of autism based on two different cultural backgrounds.

통합교육, 자폐로 진단된 아동, 학습스타일, 질적 연구, 사회구성주의 이론, 장애학, Inclusive education, students labeled with autism, learning styles, qualitative research, social construction, disability studies

윤치연 Chi Yeon Yoon , 최성욱 Seong Ook Choi

DOI:10.19049/JSPED.10.2.12 Vol.10(No.2) 285-305, 2009

The purpose of this study was to synthesize research trends of the Asperger disorder. For this, 101 studies that were published with important journal articles or studies in special education and related areas from 1997 to 2007 in Korea and in Abroad were reviewed. A total of 101 articles or studies were analyzed in term of research subjects, intervention program, topics and methods. The major findings of this study were as follows: First, the research subjects and participants most referred infants and preschoolers were less included than adults. Second, the most used intervention program was theory of mind and interviews. Third, the research topic areas most referred were Belief term development, Visual illusions and Social attribution task. Fourth, the research methods most referred case studies were less included than experimental studies. In one of the few studies of Asperger disorder. Future study trends would be discussed about that based on the result, descriptive research analysis about the intervention program in education for Asperger disorder.

아스퍼거 장애, 자폐 범주성 장애, Asperger disorder, Autism spectrum disorders