전은수 Eun-soo Jeon , 윤병천 Byeong-cheon Yoon

DOI:10.19049/JSPED.10.3.01 Vol.10(No.3) 1-15, 2009

This study aims to find ways to increase the financial literacy of the deaf and to assist in their financial stability with educational approaches by investigating financial literacy of the deaf and the reality of their financial management. 215 deaf people over 20 years old, randomly chosen through various associations of the deaf in Korea, have participated in the survey, and the results are as follows: First, the financial literacy was generally higher as the education level of the participant was higher. In order to measure the detailed financial literacy of the deaf, the levels were divided into seven sub-sections and were analyzed accordingly. It was shown that three sub-sections were low with 30% in their financial literacy, two sections were comparatively higher with 70% and two other sections resulted in 50-60%. Second, in the analysis of the reality of financial management of the deaf, people with higher education background showed higher understanding of financial management. But overall, the ratio of excess expenditure against income have turned out to be generally high among the deaf, and they tend to get the financial management related information through the internet and friends. Therefore, in order to increase the financial literacy of the deaf, various educational approaches suitable to different levels and areas are most needed. A more regular and systematic approach for financial education is thus required.

농인, 금융이해력, 재정관리, 금융교육, 수화통역, 경제교육, the deaf, financial literacy, financial management, financial education, communication in sign language, economic education

옥정달 Jung Dal Ok

DOI:10.19049/JSPED.10.3.02 Vol.10(No.3) 17-34, 2009

This study explores the postpositions in sentences that thirty two hearing impaired collage students made out. The sentences are analyzed with T-test using SPSS 12 to find out the difference between regular school graduates and special school graduates. The result of this study is summarized as follows. First, there is a ranking difference between the regular school graduates and special school graduates in their postposition misuse such as replacement, omission, and addition. However, there is no significant difference between the incidence in postposition misuse of regular school graduates and that of special school graduates. In the case of special school graduates, their postposition misuse was similar to the special elementary, middle and high school students’. In the case of regular school graduates, the result was different from the special school graduates’. Second, there is a ranking difference between the regular school graduates and special school graduates in their subjective postposition, objective postposition and adverb postposition misuse. However, there is no significant difference between the incidence in those morphemes misuse of regular school graduates and that of special school graduates. Besides, in the case of replacement in morphemes misuse, there is a ranking difference between the regular school graduates and special school graduates. On the other side, there is no significant difference between the incidence in replacing each morpheme misuse of regular school graduates and that of special school graduates. In the case of special school graduates, their morphemes misuse was similar to the special elementary, middle and high school students’. However, in the case of regular school graduates, the result was different from the special school graduates’. In conclusion, there is a typical pattern in postposition and morphemes misuse of hearing impaired college students using sign language. Compared with a speech education environment, the sign language shows no significant difference in students’postposition and morphemes use ability. It means that the sign language doesn’t interfere with their language acquisition.

청각장애, 청각장애대학생, 농, 조사사용, 문장 분석, hearing disorder, college student, deaf, postposition, sentence analysis

정은 Eun Cheong

DOI:10.19049/JSPED.10.3.03 Vol.10(No.3) 35-53, 2009

It has been a problem in the education of children with intellectual disabiltiy that intellectual disability has been understood simply as a thing not a process. This study attempts to analyse intellectual disability from the viewpoint which Vygotsky has developed on the basis of defectology. The study concludes that intellectual disability can be considered as an embodiment of process in which a defect is complemented, not a simple result of biological defect. It also concluded that compensatory reserve and collectivity are important for developing higher psychological functions of children with intellectual disability, and that lower functions become excluded in the complemental process.

지적 장애, 과정이라는 범주, 보완자본, 원초적 엉클어짐, 보다 높은 정신 기능, intellectual disability, category of Process, compensatory reserve, primary complication, higher psychological functions

도현지 Hyun-ji Do , 이해균 Hae-gyun Lee

DOI:10.19049/JSPED.10.3.04 Vol.10(No.3) 55-80, 2009

This study is to survey the satisfaction degree with the computer education in the middle school for the visual impairments all over the country through questionnaires. The analyses were done by way of the variations of background, that is, genders, grades, the degree of visually acuity, the time of handicap offspring, the existence or the nonexistence of the elementary computer class, the satisfaction degree with the teacher of computer classes, texts, text contents, the environments of computer classes and the ethical education of information communication. The summary is as follows. First, regarding computer teachers, for the satisfaction degree, the students with the acquired visual impairments are higher than the students with congenitally visual impairments. Second, regarding computer texts, the item that the well-done explanation of terms should be, ranked first. For the contents indispensably supplemented, in the first grade, there is communication internet in the second grade, there is internet in the third grade and for the contents desirably to be added, there is one concerning home pages. Third, regarding the text content, the scanning of materials is mainly done through computer and the reform of texts is thought to be done. Fourth, regarding the environment of the computer education for the purpose of the necessary activation of information, the reform of texts, there are the advancement of the epochally functional of the sound output for the students with visual impairments and the wide provision of the aid program and assistants for the students with low vision. Regarding the ethical education of information communication, it appeared that the satisfaction degree with the education of ethics of the students who have had computer classes are higher than those who have not.

시각장애 중학생, 컴퓨터 교육 여건, 만족도, students with visual impairments in the middle school, the computer education condition, the satisfaction degree

김교연 Kyo-yeon Kim

DOI:10.19049/JSPED.10.3.05 Vol.10(No.3) 81-107, 2009

This study investigated social support, perceived caregiving control and depressive symptoms and their relationships among 530 mothers of persons with intellectual disabilities in their childhood(age 3-12), adolescence(age 13-18), and adulthood(age 19-35), exploring the effect of the life span affiliation of the children with disabilities. The analysis revealed that mothers of adults showed the lower level of perceived social support and outcome expectancy of developmental achievements than mothers of children and adolescents did. Any differences were not found in the level of depressive symptoms of mothers and in the relations of social support, outcome expectancy and caregiving self-efficacy to depressive symptoms of mothers across the different life span of children. These findings suggested that greater emphasis be placed on the importance of social support for mothers of persons with intellectual disabilities and especially on the expanded provision of social support for families of persons with intellectual disabilities in their adulthood.

사회적 지지, 결과기대, 자기효능감, 우울, 지적 장애인의 어머니, 생애발달 관점, social support, outcome expectancy, self-efficacy, depression, mothers of persons with intellectual disabilities, life-span perspectives

우주영 Ju-young Woo

DOI:10.19049/JSPED.10.3.06 Vol.10(No.3) 109-127, 2009

Studies on the factors of psychopathology are constantly increasing. Especially attachment is required for babies to master development milestones. It is also one of the important elements to lead a sound social life later. It is the representation of personality shaping and interpersonal relation patterns. Therefore this study tries to explore if there is any personality variation depending on adult attachment. MMPI is given to the subjects of 314 college freshmen, a normal group of 236 and a clinical group of 78. This study uses both the revised edition(Oh Jin-ah, 2007)of ECRS; Experience in Close RelationshipScales(Brennan, 1998) and Kim Young-hwan’s version(1989). ANOVA study analysis is employed, and it explores the group variation. Scheffe analysis is also employed for post-hoc analysis. The results are as follows. First, in the normal group, there are some differences of depression, paranoia, and psychasthenia between security attachment and fearful-avoidance attachment. Second, in the clinical group, there are some differences of depression, paranoia, and psychasthenia between security attachment and fearful-avoidance attachment. There are some differences in schizophrenia between preoccupation and fearful-avoidance.There also exist some differences in paranoia and social introversion between security, fearful-avoidance and dependance. This study finds out that there are some differences in depression, psychasthenia, and social introversion between security attachment and fearful-avoidance attachment. In the clinical group, there are some differences depending on the attachment types. Among the insecurity attachment types, fearful-avoidance attachment type can be the one of the most important indices for psycho-pathological personalities. Therefore this study indicates that attachment types can play a great role in setting the therapy strategies.

애착유형, 친밀관계경험척도, 성격특성, attachment types, ECRS, personality

박정은 Jung-eun Park , 김영일 Young-il Kim

DOI:10.19049/JSPED.10.3.07 Vol.10(No.3) 129-157, 2009

The purpose of this study was to analyze the transcription patterns of visual materials in middle school braille social study textbooks. The 7th-grade social study textbook being used at schools for the blind in South Korea was selected for this study. Visual materials were categorized into photos, drawings, tables or charts, maps, graphs, and others. Thebraille transcription patterns were categorized into verbatim transcription (correct vs. incorrect), modifications (appropriate vs. inappropriate), and omissions (indicated vs. not indicated). A total of 808 visual materials were presented in the 7th-grade social study textbook, which included 323 photos (40.0%), 151 drawings (18.7%), 151 maps (18.7%), 85 tables or charts (10.5%), 47 graphs (5.8%), and 51 others (6.3%). The patterns of braille transcription were as follows: omissions (65.3%), modifications (27.1%), and verbatim transcriptions (7.6%). Ninety-nine per cent of photos and more than 60 per cent of drawings and maps, respectively,were omitted; all the tables and graphs were transcribed with or without modifications. Transcription patterns of visual materials in the braille version of the 7th-grade social study textbook were revealed somewhat differently, depending on the topic for each of 10 units.

시각자료, 점역형태, 점자 사회교과서, visual material, braille transcription pattern, social study textbook in braille

김용욱 Yong-wook Kim , 하상근 Sang-geun Ha

DOI:10.19049/JSPED.10.3.08 Vol.10(No.3) 159-186, 2009

This study purposed to examine the developmental process and major issues related to operation of Yahak for the disabled and to suggest their implications for special education. Yahak have provided education to the grass-roots over 11 decades in our country. In movements for the disabled, the slogan “Nothing about us without us” became prevailing, and Nodle Yahak and Jillalabi Yahak for the disabled were established respectively in 1993 and 2000 when activists conducted a series of progressive movements for the disabled. Disabled people were eager for learning, and the two Yahaks played a central role in Korean movements for the disabled by conducting a campaign for disabled people’s right to mobility when the Oeido station incident took place. The Yahaks offered hands-on culture programs as part of their extra curriculumto step up the change of the legal system and local community, and tried toserve as communities that could create a new life. Currently, there are about 30 Yahaks for the disabled in our country, which organized the National Association of Yahak for the Disabled to find a way out of their operating difficulties and attempt to turn into lifelong education institutions under the Act on Special Education for People with Disabilities. Yahaks for the disabled have posed problems to our society and institutional education and sought after possible alternatives against all odds, and they have some implications for special education. First, the existence of Yahaks is evidence of the institutional vulnerability of special education. Second, there haven’t been full-fledged efforts to provide special education to disabled adults who are past the legal school age. Third, they offer hope for the possibility of education without being restricted by place and make it possible to go beyond the boundary of school. Today, we are living in society where the importance of lifelong education is highly emphasized. In the situation, it is an undeniable requirement to provide new programs and contents of education for meeting the desires to learn and lead a new life in people with disabilities who have grown into adults with few opportunities even in public education. Yahak’s criticism of public education and their concept of alternative suggest challenging tasks to planning and practicing lifelong education for people with disabilities in special education, which has educated school aged people with disabilities until now, and provide important opportunities for expanding its denotation and expertise.

장애인 야학, 노들장애인야학, 질라라비장애인야학, 특수교육, Yahak for the disabled, Nodle Yahak for the disabled, Jillalabi, special education

오원석 Won Seok Oh , 최성규 Sung Kyu Choi , 이종배 Jong Bae Lee , 이성호 Seong Ho Lee

DOI:10.19049/JSPED.10.3.09 Vol.10(No.3) 187-211, 2009

The aim of this study is to examine teacher’s self-efficacy and exhaustion as a result of recognizing the relation between the teacher and children with disabilities in inclusive classes. To achieve such goal, a questionnaire survey was conducted to 198 elementary school teachers of the inclusive education. The scales used in this study were Teacher-StudentRelation Recognition Scale by Ang(2005), Teacher Self-Efficacy Scale byCheung (2006), and Burnout Scale by Kristensen et al(2005). The results of this study are as follows. First, a relation recognition of the teachers in inclusive classes with children with disabilities was mostly positive. Teachers who had long-term experiences in inclusive education or completed longer hours for special education training courses had positive recognition in particular. Second, a self-efficacy of the teachers in inclusive classes was mostly positive. The longer general teaching experience and teaching experience in inclusive education, more positive the self-efficacy became. The hours of the special education training courses completed by teachers also had a positive influence on the self-efficacy. Third, regarding burnout of the inclusive class teachers, student-related burnout was higher than that of the personal and occupational burnout. Moreover the shorter the teaching experience in inclusive education, the higher the student-related burnout became. Fourth, a recognition of the relation of the inclusive class teachers with children with disabilities can be explained by the self-efficacy and student-related burnout. The relation recognition was positive as the self-efficacy became higher and the student-related burnout became lower.

통합교육, 교사-학생 관계 인식, 자기 효능감, 소진감, inclusive education, teacher-student relationship, self-efficacy, burnout

홍정숙 Jeong Suk Hong

DOI:10.19049/JSPED.10.3.10 Vol.10(No.3) 213-235, 2009

Considering that thoughts on adolescence embodies the origin of thoughts on sympathy of Itoga Kazuo, a harbinger of education and welfare for intellectually disabled children in Japan, this study inquired into Itoga’s thoughts on adolescence in order to clarify the structure of thoughts on adolescence and thoughts on sympathy. Although preceding studies on Itoga found out that thoughts on adolescence constituted the origin of Itoga’s thoughts, they lacked empirical analysis, so it is highly required to investigate into how he formed his thoughts from its early stage, even from the biographical view of his life. It analyzed his thoughts on adolescence from three viewpoints: understanding of Christianity, perception concerning human existence, and perspective on education. This study summed up the contents of his thoughts on sympathy, which had to be presented in advanceto clarify the structure of thoughts on adolescence and thoughts onsympathy, based on the study results of Jeongsuk Hong, Katsuhiro Matsuya, and Makio Nakamura (2001), and the conclusion led to the structure analysis of both thoughts. As a result, it was found that there was understanding of human as relation-oriented existence, serious consideration of practicing love, and recognition of self-awareness and responsibility in both thoughts on adolescence and sympathy. At last, this study made suggestions concer ning the meaning of Itoga’s thoughts for special education teachers.

이토가카즈오, 청년기사상, 공감사상, Itoga Kazuo, thoughts on adolescence, sympathy

이근용 Kun-yong Rhee , 유명해 Myung-hae Yoo

DOI:10.19049/JSPED.10.3.11 Vol.10(No.3) 237-264, 2009

The purposes of this study are to investigate the view of parents on the need of higher education for children with developmental disabilities. The subjects were mainly focus on the parents with children with developmental disabilities and who are residing in Daegu. Most parents respected that higher education for children with developmental disabilities desperately needs and they are looks forward in developing their children’s life skills through it. Also most parents prefers university(four-years)to other kinds of college. The parent’s view on the higher education program’s operation are as follows; In type of education, parents want both academic and functional curriculum. In curriculum, most parents prefer inclusive settings, also need mentors. For on the job training which is one of the functional curriculum most parents want community-based supported employment. For boarding, most parents prefer type of integrated dorm and double occupancy. For professional, most parent prefer an special education teachers for the part of academic, a vocational rehabilitation counselors for the part of vocation and life skills. For a school expenses, most parents think both local government and parent responsible for it also in the school fee parents think that fee for lifelong education are appropriated.

발달장애, 고등교육, 중등교육 후 교육, Developmental disabilities, Higher education, Post-secondary special education

황상심 Sang-shim Hwang

DOI:10.19049/JSPED.10.3.12 Vol.10(No.3) 265-281, 2009

This study was aimed at comparing language characteristics of children from culturally diverse families according to age groups(before 60 months and after 60 months). For this study, 47 children from multicultural environment were participated. The majority of them came from the Philippines and Japan. To evaluate language abilities of the children, two standardized tests (Preschool Receptive-Expressive Language Scale and Picture Vocabulary Test) were used. Performances were analyzed by the “t” test procedure. The results of this study were as follows; There were statistically significant differences between the two age groups in receptive language age, expressive language age and combined language age, but there were significant differences between the two age groups in receptive vocabulary abilities. The older age one shows less performance than the youngers.

다문화, 다문화가정아동, 연령집단, 언어발달, 이중언어환경, culturally diverse family, multicultural environment, language characteristics, age groups, language abilities

최영미 Young-mi Choi , 김자경 Ja-kyoung Kim

DOI:10.19049/JSPED.10.3.13 Vol.10(No.3) 283-303, 2009

The purpose of this study was to examine the effects of training in text lookback strategy on reading comprehension of children with reading disabilities. The subjects of the study were 4th and 5th grade children with reading disabilities at different elementary schools. A total of 20 children participated in the study. The pretest-posttest control group design was employed for the study by organizing an experimental group and a control group with each of 10 children. No signigicant differences are found in the IQ and reading comprehension scores between groups. The experimental group participated in a 15-session text lookback training and each session run for 40 minutes. As the result, children in the experimental group showed a significant improvement on their responses about text explicit, text implicit, and script implicit questions. Therefore the text lookback strategy was effective on teaching reading comprehension for children with reading disabilities. Implications about strategy instruction for children with reading disabilities and suggestions for the future study were discussed.

읽기장애, 본문회고전략, 독해력, 전략교수, reading disabilities, text lookback strategy, strategy instruction, reading comprehension

선영애 Young-aee Sun , 박남수 Nam-su Park

DOI:10.19049/JSPED.10.3.14 Vol.10(No.3) 305-319, 2009

The purpose of this study was to investigate the effects of the multicultural teaching program on the children’s perception and attitude toward children with disabilities. The subjects were 58, 6th grade elementary school in Ulsan. They were assigned to an experimental or control group with 29 children in each group. The multicultural teaching program was developed and applied to the experimental group for 6 weeks. The results of this study were as follows: First, the application of the multicultural teaching program showed significant influence on the experimental group’s perception toward children with disabilities. Second, the application of the multicultural teaching program showed significant influence on the experimental group’s attitude toward children with disabilities.

다문화교육 활동, 장애아동에 대한 인식, 장애아 수용태도, Multicultural teaching program, the perception toward children with disabilities, the attitude toward children with disabilities

김병하

DOI: Vol.10(No.3) 321-328, 2009