이정숙 Jung Sook Lee , 안순영 Soon Young Ahn

DOI:10.19049/JSPED.11.1.01 Vol.11(No.1) 1-23, 2010

The purpose of this Study was to examine the effects of play based Eurhythmics on the sensory processing ability of students with developmental disorder. The subjects in this study were 16 students in the special school (experimental group; 8 students, control group; 8 students). On top of these, the thesis has studied the effects of such programs based on the statistical results in comparison with pre- and post-test and subsequent test. The collected data were analyzed by SPSS/PC 12 versions program. Wilcoxon Signed Ranks Test, one of nonparametric tests was utilized to look for any possible intragroup changes in the experimental group. The results were as follows, play based Eurhythmics have helped the students with developmental disorder develop their 6 sensory processing ability. The important results of this study showed an effects of play based Eurhythmics composed language, voice and playing medium between experiments. Auditory and tactile processing, vestibular processing, multisensory processing, oral sensory processing in the subordinated causes of changed, five sensory come out as positive results through performance of program. Also, for the sensory processing ability improvement of students with developmental disorder are required general programs even other than early childhood.

놀이중심의 유리드믹스, 발달장애학생, 감각처리 능력, play based Eurhythmics, students with developmental disorder, sensory processing ability

오정숙 Jung Sook Oh

DOI:10.19049/JSPED.11.1.02 Vol.11(No.1) 25-46, 2010

The purpose of this study is to provide a guidance for training and supporting of special education teachers in blended learning by identifying their roles and competencies. For this study, first, many literatures relating to teacher’s roles and competencies in online and offline learning were reviewed. Second, based on the literature review, a preliminary list of teachers’competency in the blended learning was developed. Third, the feasibility of the preliminary competency list was evaluated by four special education teachers and five educational technologist. As the results of this study, the competency list of special education teachers in the blended learning was finalized with 9 teacher roles and 73 competency items.

교사 역할, 교사 역량, 블랜디드 러닝, teacher role, teaching competency, blended learning

박경옥 Kyoung Ock Park , 이병혁 Byung Hyuk Lee

DOI:10.19049/JSPED.11.1.03 Vol.11(No.1) 47-73, 2010

This study on special education training for new teachers is two fold. One aspects to address difficulties in teaching mathematics to special need students. The other explores the problems in training new special education teachers ‘how to’implement effective teaching strategies for mathematics in the special needs classroom. The subjects were 8 special education teachers (4 elementary and 4 secondary) who have been working for less than two years, and the methodology was focus group interview. The contents of interview were transcribed, coded, and then analyzed. The difficulties in mathematics lesson were as follows: 1) At the lesson planning step, special education teachers presented the trouble in students’current level evaluation, the lack of expertise in mathematics education, and the difficulties in setting annual planning and objectives for individualized education. 2) At the lesson implementing step, special education teachers posed the lack of knowledge in teaching, learning, and teaching strategies, the difficulties in level-based lesson and time allotment, the shortage of educational materials, and the insufficient time to prepare educational materials and teaching tools. 3) At the lesson evaluating step, special education teachers had difficulty in objectively evaluating students’mathematics achievement because of the large individual differences. For the better mathematics lesson, the subjects wanted to ameliorate both the pre- and in-service training. First, to enhance the pre-service mathematics education for children with disabilities, there should be change in the curriculum of pre-service training in the university. Also, special education teachers proposed that the procedure of teacher qualification be strengthened. Second, the subjects recommended in-service training which were based on real case and problem-solving scenarios. They suggested the collaboration of special education teachers with regular teachers as well.

수학과 교육, 포커스 그룹, 특수학급 교사의 인식, Mathematics education, Focus group interview, Understanding of special teacher

이미숙 Misuk Lee

DOI:10.19049/JSPED.11.1.04 Vol.11(No.1) 75-97, 2010

It is necessary for a child to be included in a disability classification in order to receive special education and related services as a child with a special needs. Current special education system insists that labeling children based on the disability classification is the only way to be eligible to receive special education and related services. There are several debates that the current disability classification system in special education is useful or not. However, there are not enough studies to discuss about these debates systematically. The study investigated the disability classification in special education, the original purpose of the labeling, and historical movement of disability classification and labeling development. As well, the study looked over the debates to support or deny a disability classification and labeling, and the study investigated primary philosophy and trend about alternative disability classification system to alternate current classification system. The study insisted that a disability classification system had to provide the direction of the appropriate educational program for a child with special needs, and the study also suggested the necessity of the disability classification system to be able to raise the quality of appropriate intervention.

미국, 특수교육, 장애, 명칭붙임, labeling, special needs, special education

이재원 Jae Won Lee , 김권일 Kwon Il Kim , 임병훈 Byoung Hoon Yim

DOI:10.19049/JSPED.11.1.05 Vol.11(No.1) 99-127, 2010

The purpose of this study was to diagnose safety education provided by teachers at special schools for mentally retarded youth by applying the three stages of a PRECEDE model involving social/epidemiologic, behavioral and educational ones in a bid to identify factors affecting the implementation of safety education among teachers at the schools. The subjects in this study were 399 teachers who worked at special schools for mentally retarded youth in Seoul, Gyeonggi Province and Incheon. After a survey was conducted to gather data, a SPSS Ver. 15.0 program was utilized, and frequency analysis, t-test, one-way ANOVA, Scheffe test, correlation analysis and regression procedures were employed. The major findings of the study were as follows: Human and material resources should be posted in light of the gender, career and academic background of teachers and whether to work as a homeroom teachers or not. Teachers should continue to take training courses to be knowledgeable about safety education, and special schools should join forces with parents, local organizations and residents in planning and conducting safety education in light of the findings of this study.

안전교육, PRECEDE 모형, Safety Education, Safety Education

박진원 Jin Won Park , 권도하 Do Ha Kwon

DOI:10.19049/JSPED.11.1.06 Vol.11(No.1) 129-146, 2010

The purpose of this study is to examine, targetting the adult stutterer and according to the severe degree, whether there is the difference between the overall speech rate and the articulation rate or not. For this purpose, 40 adult stutterers(22:10 ~ 54:7) were selected and they were divided by severe group, moderate group and mild group according to severe degree of SSI-3 and analyzed the overall speech rate and the articulation rate through the reading task. The results were as follows. First, there was the difference in the overall speech rate among 3groups of the adult stutterer and showed the more severe group, the lower overall speech produced than other groups. Second, there was the difference in the articulation rate among 3groups of the adult stutterer and showed the articulation rate of the severe stutter group was lowest. Third, there was the difference in the overall speech rate and the articulation rate among groups of the adult stutterer and showed the higher articulation rate was produced than the overall speech rate in all of the groups. The above results showed the more severe stutter, the lower speech rate was produced because the persistent time and the frequency of the stutter activity are high and for the clear speech production, the longer speech time was needed, and this study results can be used to fundamental data for the objective evaluation and fluency improvement in afterwards the diagnosis and therapy of stutter.

말더듬 성인, 구어속도, 전체속도, 조음속도, adult stuttering, speech rate, overall speech rate, articulation rate

김애화 Ae Hwa Kim , 박현 Hyun Park

DOI:10.19049/JSPED.11.1.07 Vol.11(No.1) 147-175, 2010

The purpose of this study is to systematically synthesize findings of science intervention studies for students with learning difficulties. An extensive search process yielded a total 50 intervention studies. Synthesis indicates that “text-based intervention”is most researched domain, followed by “guided/ supported inquiry intervention”, “activities-based intervention”, “others”, and “cooperative learning.”A majority of studies reported positive effects of interventions on student’s science learning achievement. Based on the results, research-based instruction with empirical evidences includes text-based instruction and guided inquiry instruction with coaching.

학습장애, 학습부진, 과학교수, 교과서 중심 교수, 탐구교수, learning disabilities, low achieving, science, text-based instruction, inquiry

김병하 Byung Ha Kim , 박경란 Kyung Ran Park

DOI:10.19049/JSPED.11.1.08 Vol.11(No.1) 177-202, 2010

This paper was conducted to present the scholastic history of education for the hearing impaired in Korea. For that, we made three periodic divisions of education for the hearing impaired in Korea. From introduction & formation (1909) to the end of 1950s were regarded as a embryonic stage, 1960s was regarded as time of coming into existence, and after 1970s was set as a developmental period. Yu Kil-Chun introduced European and American education of the hearing impaired to our country for the first time on the document of AINWON(one of deaf asylum, 啞人院) in “Seo Yu Kyun Mun(西遊見聞, 1895)”by the late 19th century, and Yi Ik Min has learned visual speech at Chinese Gaeum(啓音) School for the deaf in 1908 with Hall’s help and has begun education for the hearing impaired in Pyeong Yang in the next year. Then a statistical survey of Korean blind & deaf was reported by the Social Welfare Institution(濟生院), and it provided the reality of the deaf-mute and social medical information for the first time under the rule of Japan imperialism. After Korea gained independence, ‘Hangul finger spelling’was made by Yoon Baek Won and it promoted communication skills of the students with hearing impairment. Rhee Ki Su earned a master degree of education for the hearing impaired from Gallaudet university for the first time as Korean in the middle of 1950s. The department of special education was established in college from 1960s at Korea Social Work College, and then teacher education for the hearing impaired was established by four years college level, but the early stage of researches for the hearing impaired focused more on audiology and health & medicine than an educational and psychology aspects. After deaf and hard of hearing children were dealt with in 「Introduction to Special Education」(Rhee, Tae Young, 1963) partially, a limited number of studies on oral speech & auditory training were performed by teachers at the field. However, after 70s, various educational researches were performed such as history, teacher education, inclusive education and the literacy ability of the hearing impaired. In particular, researchers have begun to show the interest to a study about psychological developmental characteristics of children with hearing impairment in the late 70s. But when judging from a viewpoint of scholastic history, we have no choice but to prescribe 1970s as beginning period of the educational study for the hearing impaired in our country compared with the outcomes of studies performed after the end of 1970s.

한국청각장애교육 연구, 학사적, 농교육연구, 특수교육연구, education for the hearing impaired, scholastic history, study of deaf education, study of special education

이윤정 Yunjung Lee , 임성민 Sungmin Im

DOI:10.19049/JSPED.11.1.09 Vol.11(No.1) 203-216, 2010

There has been more emphasis on science education for the disabled students, especially in the setting of inclusion education. But few researches have been studied for this. The purpose of this study is to investigate pre-service special teachers’self-efficacy on teaching and learning science for the disabled students. STEBI(Riggs & Enochs, 1990) and MSLQ(Pintrich & DeGroot, 1990) were modified for this study. 24 items of this measurement tool can be analyzed into 3 dimensions including the efficacy on learning, the efficacy on teaching, and outcome expectancy. 96 pre-service special education teacher are involved in this study. The result are analyzed and discussed in respect of science education for the disabled students.

장애학생 과학교육, 과학교수학습 자기효능감, 예비특수교사, Science education for the disabled students, Self-efficacy on teaching and learning science, Pre-service special teachers

김윤미 Yun Mi Kim , 이해균 Hae Gyun Lee

DOI:10.19049/JSPED.11.1.10 Vol.11(No.1) 217-252, 2010

The purpose of this study was to show the effects of ICT(information & communication technology) in education institutions for the visually impaired. The parts consisting of surveying and analyzing refer to the actual condition to use ICT, problems identification & solving, and activation strategy. In this study, I had to survey and analyze a questionnaire given to teachers working at specialized schools for the visually impaired. The questionaire analyzed the uses of ICT based on the teacher``s gender, experience teaching, grade levels taught, in-service training and degree of visual handicap. Of the 240 given, 214 were analyzed. The results were as follows: First, ICT-based teachings were widely used among the teachers. ICT-based teachings were used more by elementary school teachers than middle and high school teachers. Furthermore, the teachers who had in-service training used ICT-based materials more than those who didn``t. The male teachers who didn``t use ICT-based teachings regularly said that their classes were not suitable for them and female teachers said they didn``t have enough skills to use them. Usually male teachers made their own teaching materials with computers more often than female teachers. Female teachers frequently used ready made materials from the Internet or bought the materials more often than male. The teachers who had low vision usually made their own teaching materials by themselves more often than sighted teachers and teachers with visual impairment. Visual impaired teachers often borrowed materials from co-workers. In the part of using braille transcription software, male teachers had higher percentages of understanding than female teachers and low sighted teachers had higher abilities than sighted or visually impaired teachers. Also, High school teachers possessed the ability the software more than elementary or middle school teachers. In the section covering the abilities to use screen reader programs and teaching support equipment, female teachers had higher abilities than male, high school teachers had higher abilities than elementary or middle school teachers, and teacher with low vision and visual impaired teachers had higher abilities than sighted teachers. Typically, male teachers and high school teachers have higher computer usage abilities than female and elementary or middle school teachers. Second, the teachers who had low visual and visually impaired teachers felt low satisfaction about the software and content that was served to their specialized schools more than sighted teachers. It was shown that the software and content was enough in the schools, but the teachers`` satisfaction towards them was not very high. Therefore, it seemed that there needed to be higher qualified materials to increase teachers`` satisfactions of them. Third, most teachers wanted in-service training about making teaching materials which could be used in their classes directly. This study showed that to support effective ICT-based education, the software and content which is suitable for the students`` special needs should be developed and served. Most teachers said that serving the electronic braille display to their students for free would be the most important device to facilitate ICT-based education. From this study, I have concluded that institutional support for ICT-based education in specialized schools is vital to develop and serve the materials which are suitable for the curriculum and special needs in visually impaired school.

시각장애학교 교사, schools for the visually impaired, ICT, information & communication technology

이정은 Jungeun Lee , 김춘경 Chunkyung Kim

DOI:10.19049/JSPED.11.1.11 Vol.11(No.1) 253-276, 2010

The purpose of this study was to compare with effectiveness of Parents education program and Teachers education program for children with ADHD. Objects are 8 parents and 9 teachers in the Daegu and Gumi elementary school. Parents education program was consisted of the 4 sessions, and Teachers education program was consisted of 5 session, based on precede study and questionare to this study. The instruments used in the study were knowledge of attention deficit disorder scale, parent efficacy scale, teacher efficacy scale, Korean-ADHD Rating scale, ADHD school life adaption scale. The date were analyzed using Wilcoxon signed- rand test of nonparametric statistics. The results were as follows: Parents education program have significant consequences in improving parent’s ADHD knowledge and parent efficacy. Teachers education program have significant consequences in improving teacher’s ADHD knowledge and teacher efficacy. And both program have significant consequences in improving children with ADHD’s ADHD symptoms. Teachers education program have significant consequences in improving children with ADHD’s school life adaption.

부모교육, 교사교육, 학교생활적응, ADHD, Parents education, Teachers education, school life adaption

곽정란 Jeong Ran Kwak

DOI:10.19049/JSPED.11.1.12 Vol.11(No.1) 277-305, 2010

The purpose of this study is to investigate the process of creation and acculturation of special classes from 1970 to 1974, thereby looking into the background behind the formation of the first special class and how it has changed thereafter. To establish this purpose, a primary literature research, site visits, and interviews with relevant people were conducted. The conclusion of this study is as follows: First, unlike what has been known so far, the special class in Daegu Chilsung Elementary School, the first special class for mentally retarded students, was formally included in the school system in 1970, not in 1971. This class was not spontaneously formed for educational salvage, it was made under the planning of those concerned with special education in Gyeongbuk, with an obvious goal of special education to guarantee education for mentally retarded students within an ordinary school. Second, special classes, which first started to be established in Gyeongbuk Province, was expanded in 1974 to the whole nation by the Department for Education, so their goal was characterized more by educational salvage than by special education. At that time general education was going through two sweeping changes: the expansion of mandatory education and the system of middle school entrance with no exam. During this process, the Ministry increased the number of special classes so that they could play a makeshift role of educational salvage, rather than taking education for poor learners and mentally retarded students. Furthermore, the organization employed special classes to discourage mentally retarded students from advancing to junior high schools. Third, special classes labelled poor learners mentally retarded. In addition, more emphasis was placed on educational salvage of poor learners, so education of mentally retarded students was largely neglected. As a result a large majority of the mentally retarded did not ender junior high schools. All the conditions above cemented the negative image of special classes and strongly influenced their identity in later years. For special classes to guarantee satisfaction of disabled students’individual educational needs and to play a role suitable for an era of integral education, new relationship with general education should be established and their original goal of special education at the time when their were first established should be pursued.

특수학급, 대구 칠성초등학교, Special Classes, Daegu Chilsung Elementary School, 1970 ~ 1974

조금희 Keum Hee Cho , 김화수 Wha Soo Kim

DOI:10.19049/JSPED.11.1.13 Vol.11(No.1) 307-335, 2010

To find the possibility of problem in development of young children is very important and teachers’perception and understanding about it influences on the quality of education. This study was conducted by surveying 220 preschool and kindergarten teachers in Incheon in regard to the problems of language and communication of children under their care and the level of their understanding and perception of language impairment and language therapy according to the type of the institutions they work for, whether intergrated education is done or not. The result shows that there’s no significant difference in ‘general perception of teachers on language impair ment’, ‘needs for therapy and program’‘needs for training about special education’and ‘teachers’perception about parents consultation’, on the other hand the teachers of the institutions which conduct intergrated education show higher level of understanding about ‘the diagnosis and assessment of language impairment’, ‘education for parents’and ‘programs for therapy’.

언어장애, 언어치료, 의사소통장애, 통합교육, 유아교사, language disorder, speech-language intervention, communication disorder, integrated education, kindergarten teacher

권현욱 Hyoun Wook Kwon , 김길순 Gil Su Kim , 변찬석 Chan Suk Byun

DOI:10.19049/JSPED.11.1.14 Vol.11(No.1) 337-358, 2010

Dictation is one of the most prevailing learning activities of language arts in the lower grades of elementary school, and that is the most typical way to evaluate spelling skills. According to earlier studies, phonemic awareness has something to do with dictation and is effective at boosting the spelling skills of early school-aged children. But underachieving students who face difficulties in spelling also find it hard to be aware of phonemes, and they should learn to be aware of phonemes by participating in a systematic instruction. The purpose of this study was to examine the effects of phonemic awareness training on the dictation and writing fluency of three underachievers who had difficulties in writing. As a result of providing phonemic awareness training to them, that training was found to have an effect on improving their dictation and writing fluency, and that brought a change to their dictation error types as well. Given the findings of the study, it’s required to assess the phoneme awareness skills of early school-aged underachieving students in association with writing guidance, and they should undergo systematic phonemic awareness training.

음소인식, 받아쓰기, 쓰기유창성, 학습부진아, phonemic awareness, dictation, writing fluency, underachiever

이제화 Jea Hwa Lee

DOI:10.19049/JSPED.11.1.15 Vol.11(No.1) 359-383, 2010

The purpose of this study was to investigate the influence of Class-Wide Positive Behavior Support(CWPBS) as universal support on problem and engagement behaviors of an integrated child with developmental delay. One child with developmental delay in a class of kindergarten participated for study. The multiple baseline design across conditions was used to investigate the influence of the CWPBS on problem and engagement behaviors of the child with developmental delay. The results of this study were as follows: The CWPBS reduced the problem behaviors of the child with developmental delay in three conditions(conversation class, art class, Montessori class with learning aids) and the problem behaviors remained reduced. And the CWPBS increased the engagement behaviors of the child with developmental delay in three conditions and the effect of the support continued. In conclusion, the CWPBS as universal support had a positive influence on the change of problem behaviors and engagement behaviors of the child with developmental delay.

학급수준의 긍정적 행동지원, 보편적 지원, 발달지체 유아, 통합, Class-Wide Positive Behavior Support, Universal Support, Child with Developmental Delay, Integration

손지영 Ji Young Son , 김동일 Dong Il Kim

DOI:10.19049/JSPED.11.1.16 Vol.11(No.1) 385-411, 2010

Universal design for learning(UDL) is recently considered as an alternative principle of instructional design for a wide range of diverse students including students with disabilities. The purpose of the study is to review the recent literatures on applying UDL in the educational settings and to identify research method, strategies applying UDL, and educational effectiveness appeared in the research. The search procedures through the Web-database system were implemented to find the proper research. and a total of 8 articles were included in this review. The results indicated that most of subjects were K-12 students including students with disabilities in inclusive classrooms and case study was mostly implemented as a research method. Results founded that strategies applying UDL were divided into the multiple methods of presentation, expression, and engagement. Additionally, the educational effectiveness of applying UDL were the improvements of students participation, students interaction, on-task behavior, social skill, academic achievement, motivation in learning, and teaching skills of teachers. Implications and recommendations for future research based on the results were suggested.

보편적 학습 설계, 적용 전략, 효과성, 장애학생, universal design for learning, UDL, strategies, effectiveness, students with disabilities

박미화 Mi Hwa Park , 송명숙 Myong Suk Song

DOI:10.19049/JSPED.11.1.17 Vol.11(No.1) 413-436, 2010

The purpose of this study is to determine the self-efficacy of the inclusive classroom teachers in elementary schools and to describe their performance of the instructional adaptations for teaching. The subjects for the study were 166 inclusive classroom teachers drawn from 42 elementary schools which had inclusive classrooms integrating non-regular students into a regular classroom. A questionnaire was used for data collection. It was the first conclusion that the level of self-efficacy among inclusion classroom teachers was neither high nor low. Second, the level of adapting to the physical-social environment was at the average; however the level of adapting to their teaching contents and methods was below the average. Third, the level of the self-efficacy is directly proportional to that of the instructional adaptations. Ergo, in order to enhance the level of self-efficacy of the inclusion classroom teachers. it is necessary to provide inclusive classroom teachers with various in-service training, the opportunities to contact and teach disabled students, and the chances for the teachers to discuss with special teachers for management of inclusive classrooms. Therefore, to the augment quality of the instructional adaptation usage, it is required to have certain conditions that can buttress the teachers’ initiation of using the collaboration teaching method.

교사효능감, 교수적 수정, 통합교육, 통합학급 담임교사, self efficacy, instructional modification, inclusive education, inclusive classroom teachers

임경원 Kyoung Won Lim , 고등영 Deung Young Go

DOI:10.19049/JSPED.11.1.18 Vol.11(No.1) 437-467, 2010

The study on the Japanese special subsidiary companies aimed at helping to apply to the korean subsidiary companies. I researched into 72 companies out of whole Japanese special subsidiary companies. As a result of the research, to promote Korean subsidiary companies, first, widely access to business scale and range of a parent and subsidiary companies, second, a determined goal to take corporate social responsibility and to achieve hiring rates of individuals with disabilities, third, the government, local self-governments and public organizations’intervention in the subsidiary companies and establishment of a network among them, fourth, reorganizing the legal system and tax favor, fifth, employment expansion of individuals with severe disabilities and offering a management on employment by vocational rehabilitation experts, sixth, applying an exception to a group and active interchange with the related subsidiary companies, seventh, establishing a rational business strategy toward independent management of subsidiary companies are required. The next research will qualitative approach to historical and environmental factors of the system of the Japanese special subsidiary companies and difficulties in modifying the system in Japan.

특례자회사, 자회사형 표준사업장, 그룹적용, Japanese special subsidiary companies, subsidiary companies, applying an exception to a group

허유성 Yusung Heo , 박윤 Youn Park , 장은미 Eunmee Jang , 최은순 Eunsoon Choi , 양안숙 Annsook Yang , 김태강 Taegang Kim

DOI:10.19049/JSPED.11.1.19 Vol.11(No.1) 469-498, 2010

The purpose of this study was to analyze the last 10-year group experimental or quasi-experimental studies for student with LD based on quality indicators. The results of this study indicated that the group experimental and quasi-experimental researches were limited in numbers considering the current importance of evidence-based practices in special education. Second, they did not provide clear definition of LD with reliable references. It makes hard to replicate the studies. Third, they did not provide enough data for the participants that enable future replication studies. Fourth, the studies that employed random assignment were limited in numbers. It indicated that more large scale of studies should be implemented. Fifth, they provided relatively detail information on the interventions of experimental groups, however, the descriptions of comparison groups were not enough to replicate them. In addition, many studies skipped the reports on implementation fidelity. This study included the analysis of intervention implementers, measurements, data collection, and analysis.

학습장애, 과학적 연구, 질적 지표, 좋은 연구, 증거기반 교수법, students with learning disabilities, quality of LD intervention studies, quality indicators, evidence-based practices

대구대학교특수교육문제연구소

DOI: Vol.11(No.1) 499-514, 2010