정혜인 Hea In Jung , 정옥경 Ok Kyung Jeong

DOI:10.19049/JSPED.10.4.01 Vol.10(No.4) 1-32, 2009

In this study, the counselling processes of 10 students of a university locate in A City who participated in personal counselling and group counselling were analyzed using Consensual Qualitative Research (CQR) based on the recorded word-for-word records to understand how the people with hearing impairment are experiencing their counselling in their counselling sessions accompanied by sign language interpreter. In the analysis result, people with hearing impairment reported in their early process of counselling the experiences they hadn’t experienced before, different feel than information delivery, newness and novelty of the view of problems, humiliation and consternation and their frustration and misunderstanding in communications. It can be said that the experience of counselling for people with hearing impairment who are less exposed to counselling is an experience of new culture.

청각장애대학생, 상담자, 수화통역사, 질적 분석, hearing impairment, counselor, sign language interpreter, Consensual Qualitative Research

최복례 Bok Rye Choi , 권현수 Hyun Soo Kwon

DOI:10.19049/JSPED.10.4.02 Vol.10(No.4) 33-57, 2009

The purpose of this study was to understand the perceptions of parents who have children with low vision about parent education programs. The 86 parents who have a child with low vision participated in the study and answered about their knowledge about low vision, perceptions about parent education programs. From the study the researcher found that most of thelow vision children’s parents didn’t know about sight function and sight effectiveness although most of them knew about low vision itself. Also parents wanted to be educated by professors, professional therapists as well as other professionals depends on the topics of programs. Parents revealed that they needed more practical programs more often than current situations. They also reported that they wanted to learn about rights, transition, and welfare as well as study methods and early educations for their children. Based on that findings, further implications were suggested to improve the quality of parent education programs for various disabilities, especially for low vision.

부모교육, 부모교육 프로그램, 시각장애, 저시력, parent education, parent education program, visual impairment, low vision

정정진 Chung Chin Chung

DOI:10.19049/JSPED.10.4.03 Vol.10(No.4) 59-79, 2009

The purpose of this study was to survey on teachers’recognition of actual state of science education in elementary special school for students with mental retardation. For this purpose, 116 teachers of special schools for students with mental retardation were selected through the country and a questionaire which was developed on the basis of preceding studies was examined the usability. The results of this study were summarized as follows: 1. Most of primary special schools for students with mental retardation showed that science curriculum was not managed appropriately for students with mental retardation. 2. Most of the schools showed that science laboratories and instruments were not prepared appropriately for students with mental retardation. 3. Most of the special education teachers showed that they were laking in performance abilities in teaching-learning activities, understanding the need of their students, and the specialized instructional knowledge of science education. Finally, as the results of this study there were suggested several improvements on the science curricular management in elementary special school for students with mental retardation and directions of further research.

정신지체학생 과학교육, 과학과 교육과정 운영, 과학 시설, 설비, science for students with mental retardation, science curricular management, science laboratory instruments

김영란 Young Ran Kim

DOI:10.19049/JSPED.10.4.04 Vol.10(No.4) 81-106, 2009

The Purpose of a present study was to review research on School-Wide (Universal) Positive Behavior Support. This study reviewed 13 experimental studies published between 1997-2008, focused on the following features: (a) overall research features, (b) implication steps for School-Wide Positive Support, (c) intervention strategies for Universal Positive Behavior Support. The results of this study suggest as follows: First, school needs to monitor and evaluate the existing disciplines. Second, school needs to develop and implement the ‘School-Wide Positive Behavior Support Action Plan’to focus on academic and social outcomes. Third, systemic support such as developing political support, funding, arranging schedules, fostering professional capacity, is critical for high fidelity implementation and sustenance. fourth, the results of the study would be useful for schools that want to implement the School-Wide/Universal Positive Behavior Support in Korea. Lastly, the studdy implies that it is important to explore and to implement proactive and instructional approach for at-risk students related to school violation and drop-out in terms of terms of poverty people appearance.

학교 차원의 긍정적 행동지원, 보편적 차원의 행동지원, 예방적 접근, School-Wide Positive Behavior Support, Universal Behavior Support, proactive approach

김동일 Dong Il Kim , 여승수 Seung Soo Yeo , 홍성두 Sung Doo Hong

DOI:10.19049/JSPED.10.4.05 Vol.10(No.4) 107-126, 2009

The main purpose of this study was to examine the construct validity of ACCENT(AChievement-Cognitive ability ENdorsement Tests). In the current study, data (n=1,596) were equally selected from first thorough sixth graders. Based on the intelligence theory on the Wechsler Intelligence Scale for Children (WISC), it was necessary to invesitgate whether this test is fitted to two or three factors. As a result, the three - factor model provided most acceptable fit for all grade levels. In addition, the three - factor model was superior to the two - factor model in terms of clinical interpretation. Finally, this study investigated the measurement invariance (MI) between male and female. Results showed that the measurement structure of ACCENT was invariance between the two groups.

지능검사, 구인타당도, 측정 불변성, 주의집중 장애, Intelligence Test, Construct Validity, Measurement invariance

김용욱 Yong Wook Kim , 우정한 Jeong Han Woo , 김영걸 Young Gull Kim , 최정미 Jeong Mee Choi

DOI:10.19049/JSPED.10.4.06 Vol.10(No.4) 127-148, 2009

Learning disability is a field of special education, but because of its relatively short history and basis, it has more problems than other disability fields. Particularly diagnostic evaluation is one of the most difficult problems. With the establishment of “Act on the Special Education for Disabled People,”the task of diagnosis and evaluation has moved from individual schools to the special education support center of local offices of education, still there remain many problems. This study has intended tosuggest effective ways for diagnosis and evaluation for learning disabled children on the basis of the survey on the realities of diagnosis/evaluation in special education which is planned by the special education support center of local offices of education. For this purpose, a survey by questionnaire was conducted of the persons in charge of the diagnosis and evaluation at 40 local offices of education nationwide. The main results of the study suggests as the following: First, the diagnosis and evaluation of learning-disability is conducted based on intellectual ability and learning ability; the largest number of people in charge of diagnosis and evaluation were special education teachers of special schools or the like; trained people who can treat such diagnosis and evaluation are short in number; the terms in learning disability need to be defined accurately and effective evaluation tools must be presented for improved diagnosis and evaluation; more specialized persons have to be secured for the diagnosis and evaluation at special education support centers at the offices of education. Second, the selection of the children for special education is conducted based only on intellectual ability, learning ability and foreclosure norm. Thus, the selection of those for special education requires a clear standard of the state level.

학습장애, 진단, 평가, 특수교육지원센터, Learning Disabilities, Diagnosis, Special Education Support Center

조수현 Su Hyun Cho , 김은경 Eun Kyung Kim

DOI:10.19049/JSPED.10.4.07 Vol.10(No.4) 149-178, 2009

The purpose of this study was to investigate the practice and perception of elementary special education on community-based instruction. Through the extensive literature review, a researcher is developed for investigating the practice and perception on community-based instruction. The ninety-nine elementary special school teachers and the seventy-eight elementary special class teachers participated in this study. Frequency Analysis and Chi-Square Test are used to get the difference of each teacher group for the practice on community-based instruction. M(Mean),SD(Standard Deviation) and T-test are used to get the difference of each teacher group for the perception on community-based instruction. The results of this study indicated as follows,First, on the realities on community-based instruction, there was not the significant difference between elementary special school teachers and elementary special class teachers for document constituent, consideration on devising plan of community-based instruction, the number of community-based visit, interesting and attention of students. But there was the significant difference between elementary special school teachers and elementary special class teachers for other parts. Second, on the perception on community-based instruction, there is not the significant difference between elementary special school teachers and elementary special class teachers for understanding the concept of community -based instruction - to instruct students on variable and natural community -based environment - and for all constituent of community-based instruction development and action. But there was the significant difference between elementary special school teachers and elementary special class teachers for the realizable possibility.

지역사회중심교수, 초등특수교사, Community-Based Instruction, Elementary school special education teachers

최진오 Jin Oh Choi

DOI:10.19049/JSPED.10.4.08 Vol.10(No.4) 179-202, 2009

The purpose of this study is to investigate the practice of problem behavior intervention use of middle and high school teachers. Through a survey, 234 teachers were examined about their frequency of use and the perceived effectiveness about 20 problem behavior interventions and what resources they use most to develop their own behavior interventions. Results showed that middle and high school teachers preferred to use behavior interventions, which were less teacher-controlling and tend to avoid parents’participation on intervening problem behaviors. Teachers believed educational interventions like counseling and functional analysis to be more effective, but they perceived non-educational interventions likeshaming and ignoring to be less effective. Also, results indicated that in developing their own behavior interventions, teachers depended more on the subjective information such as personal experiences or other persons’ advice than objective information such as research article or books. Amongteachers’personal demographics, three variables such as educational experiences, hours of in-service training, and credits of university classes about problem behaviors, had significant relationships with their perceptions of the frequency of use and effectiveness of behavior interventions.

문제행동, 중재방법, 생활지도, 정서행동장애, 중등교사인식, problem behavior, behavior intervention, E/BD, secondary teacher perceptions

김병하 Byung Ha Kim , 박경란 Kyung Ran Park , 이정옥 Jung Ok Lee

DOI:10.19049/JSPED.10.4.09 Vol.10(No.4) 203-223, 2009

This paper discusses three points regarding the issues: (1) Why deaf studies should exist as a special meaningful part of disability studies? (2) Why cochlear implants threaten the identity of deaf people? (3) What is the issues and challenges to construct the deaf culture and deaf studies in South Korea? The deaf culture has formed its own discourses under the Deaf studies before the discourses of disability studies were established. Deaf studies emphasizes the empowerment of the deaf people by actively participating in a new social movement. Currently, the cochlear impantation threatens the identity of Deaf pride. In this viewpoints, the future of Deaf studies depends on how the ontology of the deafness and the status of the deafhood will be embodied in our society in order to create the collectivism of deaf culture in a positive meaning. This year marks the 100th anniversary of education for the deaf in our country, however the identity of the deaf education is not yet clear, and the same goes for the deaf culture and Deaf studies. The reality of the Korean deaf culture is very poor and the level of supports and interests from hearing people are also very low. The primarily effort to build the identity of the deaf culture should be made by the deaf themselves, while the understanding and supports from the hearing people are also very important.

농문화, 농학, 장애학, Deaf Culture, Deaf Studies, Disability Studies

정은 Eun Cheong , 신민정 Min Jung Shin

DOI:10.19049/JSPED.10.4.10 Vol.10(No.4) 225-244, 2009

It is individual identity to play a key role in managing the whole life. Identity is continuously affected by others around and bodyimage is the essential constituent of identity. This study intends to explore the influences of abuse on the development of child’s bodyimage through the case of Dona Williams who has autism. It also intends to make the reality clear in which bodily development of disabled child is systemically oppressed. As a conclusion, it could be emphasized that it is necessary to take account of child abuse, which has conventionally been practiced, and its possibility especially in the case of disabled child. It is also stressed that various types of self-stimulus actions could be regarded as expressions against abuse and of explore for their true self. It can be maintained that human identity is not a merely spiritual structure, but an essential element of life which is constituted with concrete experiences of body.

아동학대, 신체상, 정체성, 장애, Child-abuse, Bodyimage, Identity, Disability

정재권 Jae Kweon Chung

DOI:10.19049/JSPED.10.4.11 Vol.10(No.4) 245-265, 2009

This study was intended to investigate stress and a proper step of the mother having a children with physical disability. It was based on a study of 95 mothers having a children with physical disability and living in North Jeonbuk provinces. Nurture stress measure and step action measure were used as a measuring instrument. I investigated stress that was divided into two aspects; the actual conditions of mother and that of child. I calculated the average and the standard deviation, conducted t-test, and inquired into a significant difference in stress level and a proper step. The conclusion based on study results is as follows. First, Mothers having a children with physical disability have the average stress level and a proper step. Second, Stress level of mothers having a children with physical disability is various according to factors of the change. Third, A proper step for stress of mothers having a children with physical disability is quite diverse according to factors of the change. I’d like to make some suggestions based on study results. First, I have examined stress level and a proper step according to the actual conditions of mother and child. The study regarding other significant factors needs to be required as well. Second, Based on this study, various kinds of programs to lower stress and strengthen a proper step need to be developed for mothers who have a handicapped child.

지체장애아동 어머니, 양육스트레스, 대처행동, stress, proper step, children with physical disability

박순희 Sun Hi Bak

DOI:10.19049/JSPED.10.4.12 Vol.10(No.4) 267-286, 2009

The purpose of this study was to investigate the characteristics of social skills of students below normal visual acuity studying in regular schools. The 73 subjects consisted of 34 students with corrected visual acuity of 0.05 to 0.3 and 39 students with corrected visual acuity of 0.4 to 0.9. Their general education teachers rated 53 items of Social Skills Rating Scale for Students with Visual Impairments(SSRS-SVI) with four-point Likert’s scale. As a result, there was no significant difference between SSRS-SVI total scores of two groups of students grouped by degree of visual acuity. In addition, there were no significant differences between scores of the two groups in self-control, social interaction, and social cognition factors. The mean total score was 3.33 and mean scores of several SSRS-SVI items were below 3.0. The mean score in self-control was higher than those in social interaction and social cognition. The results of this study imply that more structured social skills training included teaching a student to initiate and sustain interaction with other people, teaching a student to introduce himself to others, developing strategies with a student on ways to participate in conversation at the appropriate time, and so on. Therefore, it is necessary to intervene and facilitate the development of specific social skills of children below normal visual acuity. Especially, students with low vision require structured intervention strategies(for example, structured social skills training, peer-mediated social skills training, peer-support social skills models) to learn specific social skills in regular schools.

사회적 기술, 저시력, 통합교육, 일반학교, social skills, low vision, inclusive education, regular school

정윤우 Yun Woo Jeong , 정동영 Dong Young Chung

DOI:10.19049/JSPED.10.4.13 Vol.10(No.4) 287-314, 2009

The purpose of this study was to analyze transition factors for specialclasses students in secondary schools. In order to achieve these purpose, this study developed a questionnaire for transition support factors for special class students in secondary school and conducted a questionnaire with 200 special class teachers in middle and high schools. Using data collected from the survey, performed confirmatory factor analysis. The results from this study appeared as follows; First, identified transition factors for special class students in secondary school were situational coping, self-recognition, life attitude, support selection, life management, interest solution, and active participation in the student domain, Second, identified transition factors for special class students in secondary school were system operation, support contents, support environment, field experience, and parent education in the school domain. Third, identified transition factors for special class students in secondary school were social relation, tie formation, service utilization, and social obligation in the social domain. Fourth, identified transition factors for special class students in secondary school were perception of career life, job information search, job content examination, and job skill acquisition in the vocational domain. Therefore, for successful transition, special class students’transition should be provided in a systematic supports and planned programs in the student, school, society, and vocational areas.

전환, 전환 요인, 특수학급, 특수교육, Transition, Transition Factor, Special Class, Special Education

최현욱 Hyun Wook Choi , 황보명 Bo Myung Hwang

DOI:10.19049/JSPED.10.4.14 Vol.10(No.4) 315-329, 2009

This study attempted to investigate variables(mother’s Korean abilities and association variables) related to Korean abilities of children in multi-cultural family. The subjects of this study were 24 children(mean of chronological age: 5years 2month and boy 10, girl 14) and 24 their mothers in multi-cultural family. We used for all subjects the questionnaire and formal language tests to identify variables. The results were as follows. First, the Korean abilities of mothers in multi-cultural family were very low. And the Korean abilities of children in multi-cultural family were lower than that of children in single-cultural family. Second, the Korean abilities(receptive vocabulary ability, expressive vocabulary and percent of correct consonants) of children in multi-cultural family were in a significantly positive correlation with the Korean abilities(understanding about syntactic meaning and percent of correct consonants) of mothers. Third, the chronological age and father’s educational level of children in multi-cultural family were in a significantly positive correlation with their Korean abilities(understanding about syntactic meaning and percent of correct consonants).

다문화가정, 이주여성의 한국어능력, 다문화가정 아동의 한국어능력, multi-cultural family, mother`s Korean abilities, language development

김화수 Wha Soo Kim , 김지채 Ji Chae Kim , 권수진 Su Jin Kwon

DOI:10.19049/JSPED.10.4.15 Vol.10(No.4) 331-360, 2009

The purpose of this study was to investigate the characteristics in generative naming and to compare the school-aged children of multi-cultural family and Ordinary family, and across the academic years. The participated children were 29(girl:22, boy:7) children multi-cultural family and 33(girl:27,boy:6) children of ordinary family, with the semantic of animal and goods in store, and the phonetic of /ㄱ/ and /ㅅ/. On the generative naming of semantic and phonetic, we take a look at the number of words, number of clusters, and number of switches. The following results were obtained: 1. From generative naming of semantic, and phonetic, the number of words, the number of clusters, and number of switches were noticeably less in children of multicultural family than children of ordinary family 2. From generative naming of semantic, and phonetic, the number of words, the number of clusters, and number of switches significantly different between 5 academic age groups in children of ordinary family, but multi-cultural family.

학령기 언어장애, 학습장애, 다문화가정 아동, 생성이름대기, school-aged children with language disorders, learning disability, children of multi-cultural family, generative naming

김영욱 Young Wook Kim , 한효정 Hyo Jung Han , 김호정 Ho Jung Kim

DOI:10.19049/JSPED.10.4.16 Vol.10(No.4) 361-376, 2009

The purpose of this study was to investigate relations of writing motivations and metacognitive knowledges and to the differencies of metacognitive knowledges depending on the writing motivaions in 15 deaf and hard of hearing students. Writing motivations were subcategoized by the writing self-effecacy, cooperative interaction, competitive reward, and writing interst. Metacognitive knoweldeges of writng were subcategorized by the planning, wiring, and revision. Bivariate correlation and Mann-Whitney U test had been used. The results were as follows. Firstly, The correlations between writing motivation and metacognitive knowledges were significant. Secondely, Threr were significant differnces between upper motivative group and lower motivative group in the planning and revision depedning on writing efficacy, interests. The finding indicated that to improve writing performance of deaf and hearing impaired students, teachers should consider the writing motivation with the knolwedge of wiiting process.

청각장애 학생, 쓰기 동기, 쓰기 초인지 지식, deaf and hard of hearing, writing motivation, metacognitve knowledge of writing

전아름 A Reum Jeon , 장현숙 Hyun Sook Jang

DOI:10.19049/JSPED.10.4.17 Vol.10(No.4) 377-395, 2009

The purpose of this study aimed to investigate auditory processing abilities in the adults and school-aged children by measuring effects of stimulus complexity, attention mode, and age on the dichotic listening tests. Korean digits (1-10, except 2) spoken by a male speaker were used in dichotic listening paradigms. Dichotic digit tests were conducted in a hierarchical set of dichotic digits (one-, two-, three-, or four-digit pairs) and attention modes (Free-recall, Precued-Rt or Precued-Lt). Twenty adults (aged 20-28 years) and sixty school-aged children (aged 7-12 years) participated in this study. The results of this study were summarized as follows; First, recognition performance decreased as the complexity of the dichotic digit tests increased. There were no significant recognition differences between oneand two-digit conditions. However, recognition performance decreased significantly with increased from three to four pairs. Recognition performance showed larger for the right ear than for the left ear. Second, there were no significant differences among the three attention modes. The REAs in all attention modes were obtained except for the Precued-Lt condition with three-digit pairs. Third, as the age increased from 7 to 12 years, recognition performance increased significantly from 67.00% to 94.25% for the right ear and from 53.00% to 91.50% for the left ear in the two-digit pair conditions. The REA decreased with age. There was no significant REA at the age of 10 years in the two-digit pair conditions and recognition performance approached the adult level at the age of 12 years. Dichotic listening tests are one of the most sensitive batteries for the evaluation of central auditory mechanism and processing. This study examined parameters of dichotic listening tests and the results suggest that the dichotic listening tests can be usefully applied for the evaluation of central auditory processing in the Korean school-aged and adult populations.

이분숫자청취검사, 이분청취검사, 중추청각처리, 우측 귀 우세, 자극복잡성, 주의집중방법, dichotic digit tests, stimulus complexity, attention mode, central auditory processing, right ear advantage

주미경 Mee Kyoung Joo , 김정연 Jeong Youn Kim

DOI:10.19049/JSPED.10.4.18 Vol.10(No.4) 397-420, 2009

The purpose of this study was to examine how general education teachers who worked at high schools perceived inclusive education and to define what characterized their way of looking at it. The subjects in this study were 208 teachers at 13 high schools where were offered in Gwangju. The brief findings of the study were as follows. First, regarding their view of inclusive education management, the teachers investigated looked upon general school special class as the place where disabled students should be educated. Second, as to their opinion on conditions for inclusive education, they believed the teachers and school managers needed a change of mind set to dynamize inclusive education. The optimum number of inclusive student should be one or two, and all sorts of facilities for disabled students including amenities, should be installed. Third, concerning their recognition of the effect of inclusive education, they predicted inclusive education to have a positive effect on the achievement of disabled students but not on that of non-disabled students. That was expected to favorably affect the development of personality and social ability, regardless of disability. In regard to the best influence of inclusive education on non-disabled students, they predicted that they might learn to better understand and care about others, and as for its negative impact, they feared that disturbed classroom climate might result in deteriorating their learning efficiency.

통합교육, 일반교육교원, 인식, 고등학교, inclusive education, general education teachers, recognition, high school

김영한 Young Han Kim

DOI:10.19049/JSPED.10.4.19 Vol.10(No.4) 421-439, 2009

This study was designed to investigate the relationship between specialty perception, and job-stress, teaching efficacy that is teachers at the school for the physical and multiple disabilities. The purpose of this study was to examine the effects between specialtyperception, and job-stress, teaching efficacy about teachers at the school for the physical and multiple disabilities. The subject of this study were 81 teachers from the schools for the physical and multiple disabilities who included Busan, Daegu, Kwangju, Kyounggi, Chungbuk. Data obtained from the questionnaires were analyzed by Pearson`s correlation analysis and Multiple regression analysis. This major findings of this study were as follow. First, specialty perception of teachers at the school for the physical and multiple disabilities showed the negative relationship with their job-stress and had significant effects on those. Second, specialty perception of teachers at the school for the physical and multiple disabilities showed the positive relationship with their general teaching efficacy and personal teaching efficacy. And it had a strong influence on those. Based on the results, it is considerable to develop teacher education programs for specialty perception and job-stress, teaching efficacy in their teaching. In addition, it is necessary to develop proper research methods for specialty perception and job-stress, teaching efficacy that is teachers at the school for the physical and multiple disabilities.

전문성 인식, 직무스트레스, 교수효능감, 지체부자유학교 교사, teachers at the school for the physical & multiple disabilities, specialty perception, job-stress, teaching efficacy

남인수 In Soo Nam

DOI:10.19049/JSPED.10.4.20 Vol.10(No.4) 441-470, 2009

The purpose of this study was investigate the effect of school organizational conflict on teacher empowerment and organizational effectiveness of special teachers. The data were collected through a questionnaire written by a sample of 443 teachers working at middle and high school in Daegu and Kyungbuk province. The scales used in this study were School Organizational Conflict Scale by Sin(2007), Teacher Empowerment by Lee(2005), and Organizational Effectiveness Scale by Na(2006). The results of this study were as follows; First, in according to teacher groups, regular school teachers perceived higher school organizational conflict than special school teachers. And, in both teacher’s empowerment and organizational effectiveness, special school teachers perceived higher school organizational conflict than regular school teachers. In according to gender, there was difference partly between male teachers and female teachers in the school organizational conflict, but there was no difference between them in the total school organizational conflict. Female teachers perceived higher teacher empowerment than male teachers, and female teachers perceived higher organizational effectiveness in only job satisfaction than male teachers. In according to teaching career, there was difference between teaching careers in all of the subscale of school organization conflict. And there was difference between teaching careers in all factors including decision making, professional growth, self-efficacy, autonomy, and impact among the subscales of teacher empowerment except for status. Also there was difference between teaching careers in only job satisfaction among the subscales of organizational effectiveness. Second, among the subscales of school organizational conflict, the conflict with school administrators negatively influenced decision making, status, professional growth, impact, and autonomy, but the conflict with students positively influenced decision making, impact, and autonomy. Third, among the subscales of school organizational conflict, the conflict with school administrators negatively influenced job productivity. And the conflict with associate teachers negatively influenced job satisfaction. Forth, among the subscales of teacher empowerment, both status and self-efficacy positively influenced job productivity and organization commitment, and professional growth positively influenced job satisfaction.

학교 조직 갈등, 교사 임파워먼트, 조직 유효성, 특수교사, school organizational conflict, teacher empowerment, organizational effectiveness, special school teacher

김선애 Sean Ae Kim , 최성규 Sung Kyu Choi

DOI:10.19049/JSPED.10.4.21 Vol.10(No.4) 471-490, 2009

Inclusive education has been established in South Korea recently, however unlike the philosophical foundation, the educational conditions are exposed with many problems, especially students with hearing impairment. The purpose of this study was to illustrate with a qualitative research what are the reality, problem, and future direction on effective inclusion environments for students with hearing impairment. The five hearing parents of the students with hearing impairment who are return to deaf school from inclusion classes, and five hearing teachers who are teaching for the five students who are returned to deaf school from inclusion classes were participated for this study. Interview method was utilized to manifest what are the reasons to come back to deaf school from inclusion classes. The results of this study were that: (a) the reality on inclusion environment for students with hearing impairment to return from inclusion classes was the structural problem including curriculum adaptation in inclusion education for students with hearing impairment; (b) the main problem on inclusion for students with hearing impairment was teaching and learning method in inclusion environment. There were any effective instruction design to teach the students with hearing impairment in inclusion environments; and (c) teachers and parents should consider who is the main subject in inclusion environments. Therefore this study concluded that the effective inclusion does not mean such as a mere place suggestion without any educational supports for the students with hearing impairment, and educational main subjects with and/or without disabilities do not exclude at any educational environments.

특수교육, 청각장애아동, 통합교육, 분리교육, special education, hearing impaired children, inclusion, separation eduction

이영철 Young Chul Lee , 신은희 Eun Hui Shin

DOI:10.19049/JSPED.10.4.22 Vol.10(No.4) 491-514, 2009

The purpose of this study is to examine the effects of physical activity program based physical education subject at special school on the body composition of obese children with mental retardation. Therefore, this research selected 6 sixth graders with BMI more than 25 among the children with mental retardation at a special school located in J City, Jeonlabuk-do; and this study applied to them a physical activity program based physical education subject at special school three times a week for 15 weeks and gained the following results. First, the physical activity program based physical education subject of special school had significant influence in reducing weight, body fat mass, body fat percent, and BMI of obese children with mental retardation. However, it did not have significant effect on their abdominal fat percent. Second, the physical activity program based physical education subject at special school significantly increased the body composition (total body water, protein, muscle, mineral, lean body mass) of obese children with mental retardation; therefore, it is found that it has a positive influence both on weight control and on physical development of obese children with mental retardation. Accordingly, it is expected that if physical activity programs developed in consideration of the physical ability and characteristics and interest of obese children with mental retardation through analyzing health and teaching content, were applied to and practiced at schools, it would be useful for controlling weight of obese children with mental retardation.

체육과, 신체조성, 신체 활동, 비만, 정신지체, 체구성 요인, Physical education subject, Body Composition, Physical Activity, Obese, Mental retardation

공정희 Jung Hee Kong , 강민채 Min Chae Kang , 곽승철 Seung Chul Kwak

DOI:10.19049/JSPED.10.4.23 Vol.10(No.4) 515-535, 2009

This study set out to introduce instructional adaptation to the“Basic Agricultural Techniques”and “Conservation of the Environment”and investigateits effects on the class participating behavior and task solving abilities of students with mild mental retardation in an inclusive classroom. The effects of instructional adaptation were measured in the ABAB design form, which is one of the reversal designs for single subject research. Interventions were made during the theory, experiment and practice hours to examine the influences on their class participating behavior. Their class participating behavior that was operationally defined by the investigator was observed, recorded and quantified. As a result, the application of instructional adaptation had positive impacts on increasing the class participation rates of the students with mild mental retardation. As for task solving abilities, the level of performance assessment was revised according to the learning objectives that were altered after instructional adaptation. A series of performance assessment items were devised and provided. And the subjects’task solving abilities, which were operationally defined by the investigator, were measured. The results indicate that the application of instructional adaptation had positive effects on enhancing the task solving abilities of the students with mild mental retardation.

농업교과, 교수적수정, 수업참여도, 과제해결력, Agricultural Subjects, Instructional Adaption, Class Participation, Task Solving Abilities

이재원 Jae Won Lee , 윤지희 Ji Hee Yoon

DOI:10.19049/JSPED.10.4.24 Vol.10(No.4) 537-563, 2009

The purpose of this study was to examine the influence of the emotional intelligence of special education teachers on their teacher efficacy and teaching performance. The subjects in this study were 196 special education teachers in Seoul. After a survey was conducted to collect data, a SPSS Ver. 15.0 program was employed, and t-test, one-way ANOVA, simple regression analysis, multiple regression analysis and path analysis were carried out. The findings of the study were as follows: First, in regard to the impact of personal characteristics, the special education teachers were significantly different in emotional intelligence, teacher efficacy and teaching performance according to gender and career. Second, the emotional intelligence of the special education teachers had a more positive impact on their personal teaching efficacy, one of teacher efficacy variables. Third, the emotional intelligence of the special education teachers exerted a positive influence on their teaching performance. Fourth, the teacher efficacy of the special education teachers affected their teachingperformance in a significant way. Fifth, there was a significant firsthand and secondhand mutual influence among the emotional intelligence, teacher efficacy and teaching performance of the special education teachers, and the variables had a causal relationship with one another. The above -mentioned findings suggested that the positive emotional intelligence of the special education teachers exercised a favorable influence in boosting their teacher efficacy, which was an educational belief, and in enhancing their teaching performance, which denoted that higher-quality instruction could be provided to students.

특수교사, 감성지능, 교사효능감, 교수수행, emotional intelligence, teacher efficacy, teaching performance

송찬원 Chan Won Song

DOI:10.19049/JSPED.10.4.25 Vol.10(No.4) 565-590, 2009

This study is aimed for revealing differences of executive functional characteristics of children with learning disability, children with attention deficit hyperactivity disorder(ADHD), and children with normal. The sample consists of 30 reading disorder children, 30 math disorder children, 30 ADHD children, and 30 normal children. ‘Kims Frontal-Executive Function Test for children’was employed as an investigation tool for finding executive functional traits of each group in this study. This tool is comprised of four small tests, which are ‘Stroop Test’, ‘Word Fluency Test’, ‘Design Fluency’, and ‘Auditory Verbal Learning Test’. This studyconducted one-way ANOVA and MANOVA by using SPSS 14.0 program so as to verify whether there are significant differences among each group. The following findings are derived based on this study’s results and debates. Among learning disability children, ADHD children, and normal children, there are obvious differences of the capability of self-control and response, cognitive flexibility, working memory which are sub-types of executive function. Therefore, this study that compared differences of learning ability and executive function related to activity traits among three groups will support not only for applying a distinctive teaching-learning method, but also for study of mediation considering unique traits among children with learning disability, children with attention deficit hyperactivity disorder(ADHD), and children with normal.

학습장애, 실행기능, 반응억제와 자기조절, 작업 기억, Learning Disability, executive function, response inhibition and self-control, working memory