이덕순 Deok Soon Lee

DOI:10.19049/JSPED.11.3.01 Vol.11(No.3) 1-29, 2010

This study conducted a comparative analysis on a nation (or state) -level curriculum and a school-level curriculum focusing on the example of schools for visual impairment in various countries including Korea, and has its purpose of providing implications for organization and improvement in special education curriculum in Korea. For the purpose of this, this study reviewed the relationship of nation(state)-level curricula with school-level curricula in each country, the courses and the organization of academic activities. The subjects of this study are the nation (state)-level curricula in 5 countries such as Korea, the U.S, the U.K, Japan and Australia and the curricula of five schools for visual impairment selected by the relevant country and state. Such analysis has been conducted focusing on a plan that can reflect the needs on special education according to the properties of impairment in organizing nation-level curricula and school-level curricula. The results of study are as follows: firstly, the reflection of the needs for special education according to the properties of impairment in each country over the world has significant implication to the current curricula for special education in Korea which have no structure that can realize the needs for special education according to the properties of impairment, regardless of the type, when compared to Japan case where the activities or courses necessary for students requiring special education are organized in its nation(state)-level curricula or the U.S, the U.K and Australia’s cases where the nation(state) -level curricula are organized for securing the schools’ discretion of operation; secondly, the additional curricula of special education must be designed to reflect the needs for special education according to the properties of impairment; thirdly, it is recommended that the organization and operation of such additional curricula according to the properties of impairment can be operated through ‘creative experience activities’ under the current educational course, rather than the establishment of new course or organization.

세계의 교육과정, 국가 수준 교육과정, 학교 수준 교육과정, 시각장애학교, Curriculum in the world, Nation-level curriculum, School-level curriculum, School for visual impairment

여승수 Seungsoo Yeo , 홍성두 Sungdoo Hong , 김동일 Dong Il Kim , 김희진 Heejin Kim

DOI:10.19049/JSPED.11.3.02 Vol.11(No.3) 31-49, 2010

The main purpose of this study was to examine the validity of growth rates of both phonological awareness and oral reading fluency. An important focus was to explore the potential that these measures could be useful for early identification and intervention for children at risk within an Response to Intervention(RTI). Participants were 52 children enrolled in Seoul and Kyungki Kindergarten. The children across ages 4 to 5 were administered these early reading measures in each month. This study showed that even though there were high correlation coefficients in slopes between the two measures, the growth rate for phonological awareness was not a significant predictor of the oral reading fluency growth rate. Future research and limitations on this study are discussed.

학습장애, 중재반응모형, 음운인식, 유창성, 잠재성장모형, BASA, Learning Disabilities, Response to Intervention, Phonological Awareness, Oral Reading Fluency, Growth Rate, Latent Growth Modeling

민선영 Sun Young Min , 김자경 Ja Kyoung Kim , 강혜진 Hye Jin Kang

DOI:10.19049/JSPED.11.3.03 Vol.11(No.3) 51-76, 2010

The purpose of this study is to analyze the contents concerning disabilities in high school English textbooks of the revised 7th National Curriculum in order to see if they have appropriate perspective and attitude toward disabilities and people with disabilities. To achieve the goals of this study, contents of 37 English textbooks were analyzed according to the three parts: word, illustration, and text. The results of the analysis are as follows. First, inappropriate words concerning disabilities were used in lots of English textbooks. Generally, when referring to people with disabilities, it is recommended to use People First Language, which emphasizes on people not their disabilities. However, words in English textbooks usually put emphasis on disabilities as well as had negative implication toward people with disabilities. Second, when it comes to illustrations’ topics concerning disabilities, they mostly described famous people with disabilities. Moreover, it turned out that they depicted people with sensory impairment predominantly such as people with physical, visual, and hearing impairment. Third, when it comes to contents of the texts, they mostly described successful people who overcame their disabilities and accomplished success. In conclusion, there were several aspects needed to be corrected and improved in high school English textbooks such as inappropriate words, illustrations, and contents of texts.

고등학교 영어교과서, 장애, 내용 분석, High School English Textbook, Disabilities, Content Analysis

정지희 Jee Hee Jeong , 박지연 Ji Yeon Park

DOI:10.19049/JSPED.11.3.04 Vol.11(No.3) 77-101, 2010

The purpose of the study was to examine the effects of a family-focused transition program on the self-determination of the high school students with disabilities, and their parents’ stress, parenting efficacy, and family empowerment. Participants were 28 families of high school students with disabilities. Fourteen families were assigned to the experimental group and the other 14 families were assigned to the control group. The students and parents in the experimental group attended a total of 13 sessions of the program for 13 weeks while those in the control group did not. Independent samples t tests were conducted to see if there was any difference between groups in the dependent variables. The results of the study were as follows: (a) self-determination level of the students in the experimental group increased significantly higher than that of the students in the control group, (b) there was no difference between two groups in the parents’ stress and parenting efficacy, and (c) family empowerment level in the experimental group increased significantly higher than that of the control group. Finally, discussions of the results and limitations of the study were presented.

가족중심, 가족참여, 가족지원, 전환교육, 자기결정, 가족역량강화, family-focused, family involvement, family support, transition education, self-determination, family empowerment

서영란 Yeong Ran Seo

DOI:10.19049/JSPED.11.3.05 Vol.11(No.3) 103-127, 2010

This study showed the hearing-impaired children’s longitudinal develop ment of grammar to arrange fundamental materials of their early linguistic development. The subjects of the study were two children, both of whom lived in Yeongnam area with normal-hearing parents and were diagnosed with hearing impairment before the age of two, without any additional disabilities. The utterances under natural circumstances were collected to investigate their grammatical at six-month intervals over the three years. Fourteen hundred utterances needed for the study were transcribed to analyze, by age, the developmental aspects of MLU(mean length of utterance), sentence formation, grammatical morphemes. The results of this study are as follows. First, there was a steady increase in MLUw(mean length of utterance in words) and MLUm(mean length of utterance in morphemes), showed the biggest increase in MLUm. Second, in forming simple and complex sentences, both of which were made, the use of complex sentences was increased rapidly. In order to form complex sentences, they used the simplest forms of connective endings, Some sentences contained two or more connective endings. Third, the number of used grammatical morphemes increased distinctly. Overall, the two children’s development of grammatical morphemes was a bit later or similar over hearing children’s. This study also showed that grammatical development slowed down temporarily immediately after the second surgery of a cochlear implant, which shows that hearing conditions affect language development.

청각장애, 발화분석, 문법발달, 종단연구, Hearing-Impaired Preschoolers, Utterance, Grammatical Develop ment, Longitudinal Analysis

손승현 Seung Hyun Son , 서유진 You Jin Seo , 나경은 Kyong Eun Na

DOI:10.19049/JSPED.11.3.06 Vol.11(No.3) 129-161, 2010

Under the agreement on the importance about inclusion of students with disabilities into general education classroom, an introduction to special education course has been required for pre-service teacher training. However, research on how things stand in terms of its scope and sequence is wanting to set up guidelines to maximize the effects of the course. In this study, we selected university syllabi from the US to examine the course objectives, contents and course requirements by CEC/INTASC’s 10 standards. The results of this study indicated that introduction to special education course as a ground course offering to general education pre-service teachers mainly dealt with special education foundation, CEC/INTASC standard 1. Course requirements such as attendance related activities, media/technology related activities, individual/group project, and volunteer/service learning project were suggested with specific guidelines to accomplish objectives. With discussion on the results, this study suggested management plan for introduction to special education course to train and produce pre-service teachers to support high quality inclusive education.

특수교육학개론, 통합교육, 예비교사, CEC/INTASC 기준, introduction to special education, inclusive education, pre-service teacher, CEC/INTASC standards

우정한 Jeong Han Woo , 김상선 Sang Seon Kim

DOI:10.19049/JSPED.11.3.07 Vol.11(No.3) 163-183, 2010

The reading is language activity that is reported with the fact that has a many relation with language ability specially. A purpose of this study compares the first, reading skill(reading fluency, blank fill) with a language ability(meaning comprehension, language problem solving meaningful phrases) between the general child and the reading obstacle child whom has. Second, Children with reading disabilities have a relationship between reading skill and language abilities were evaluated. For this purpose, all 56 children including 28 people who are children with reading disabilities were tested BASA reading test(reading fluency, blank fill), meaning comprehension and language problem solving meaningful phrases. And on the basis of test data collected for comparison between two groups, two-way ANOVA was conducted, read the description of multiple regression analysis was conducted to find variables. The results of this study, first, reading skills(reading fluency, blank fill), and language ability(meaning comprehension, language problem solving meaningful phrases) in both normal children were higher than children with reading disabilities, statistically there was significant difference. Second, the language skill of children with reading disabilities(meaning comprehension, language problem solving meaningful phrases), reading skills(reading fluency, blank fill) were statistically significant to explain. Among the language means the language problem solving meaningful phrases is higher than meaning comprehension to predict reading comprehension. Based on these results in children with reading disabilities and implications for reading instruction are presented.

읽기장애, 읽기능력, 언어능력, reading disability, reading ability, language ability

이성용 Seongyong Yi , 김진호 Jinho Kim , 차재경 Jaekyoung Cha

DOI:10.19049/JSPED.11.3.08 Vol.11(No.3) 185-208, 2010

The purpose of this study was to examine the effects of traditional play activities on the social interaction of children with disabilities and on the attitudes of peers and a general teacher. The participants of the study were two students with disabilities, nine of their peers and a general teacher. The intervention was traditional play activities involving both children with and without disabilities, and was implemented in the classroom during break time. A case study method was used to investigate the effectiveness of the intervention. The results of this study were as following. First, traditional play activities increased positive social interaction and decreased inappropriate social interaction of children with disabilities. Second, the attitudes of peers and the general teacher were more positive following the intervention. The results of the study were discussed in the perspective of inclusion education for children with disabilities, and can be used to plan and implement social interaction programs.

놀이중재, 전통놀이, 사회적 상호작용, 사회적 통합, 사례연구, traditional play activities, social interaction, case study, students with disabilities

김화수 Wha Soo Kim , 이은경 Eun Kyoung Lee

DOI:10.19049/JSPED.11.3.09 Vol.11(No.3) 209-226, 2010

This study attempted to examine receptive and expressive language ability of multicultural family children using the PRES. The subjects of this study were 765 multicultural family preschool children aged between 2 years and 6 years. As the results, language development of the children in multicultural family were different by age group. The difference gap is bigger in the older age groups. However, there were not difference by gender.

다문화가정, 다문화가정 아동, 이중언어환경, 취학전 아동, 언어능력, 언어발달, multicultural family children, bilingual environment, language characteristics, age, gender, preschool children

정은희 Jeong, Eun Hee , 허유성 Yusung Heo

DOI:10.19049/JSPED.11.3.10 Vol.11(No.3) 227-251, 2010

Currently as inclusive classes increased, researchers emphasized effective collaborations and team works between special and general education teachers to solve many problems that they faced in inclusive classrooms. The purpose of this study was to explore how differently special and general education teachers perceived knowledge, curriculum, purpose of learning, teachers and students’ roles, content knowledge, effective instruction, and evaluation. A total of 104 teachers including 53 special education teachers and 51 general education teachers participated a survey that researchers developed. Results of the study indicated that special and general education teachers were not significant different in their overall educational paradigm favoring objectivist approaches. However, there were significant differences between secondary special and general education teachers’ educational paradigm except teachers and students’ roles. In addition, their perceptions on effective, necessary, unnecessary instructional practices were different. Fortunately, the two groups showed positive levels of mutual understandings. The implications for teacher educators and in-service training were discussed.

교사교육관, 특수교사, 일반교사, 상호협력, educational paradigm, differences between special and general education teachers, mutual understanding

강성종 Seong Jong Gang , 김용욱 Yong Wook Kim

DOI:10.19049/JSPED.11.3.11 Vol.11(No.3) 253-278, 2010

This study reviews the what changes special schools have undergone, what the nature of integrated education looks like at a time when it that is being proposed as a new alternative, and what are the main issues in the on 2009 revised curriculum in order to figure out explore the possibility of bridging the gap between the that curriculum of special schools get closer to and general schools. This study presents suggests the following four ideas as conclusions. First, the curriculum of special schools need to espouse the universalities of the curriculum of general schools curriculum. Second, an one organization is required to respond to the changes and developments in of education in order to secure the universalities of general schools and the specializations of special schools. Third, unitary training systems need had better to be in placed for both general school teachers and special school teachers. Fourth, from the moment of revising curriculum of general schools, there is a need to establish be a communication channel that will allowing special education experts to immediately participate in the at process of the revision of general school curriculum. This which will lead the a way in bringing for the two systems coming closer. These suggestions are a starting point for the integration of the two system’s integration and achieving the desired goal of sharing the fruits of changes and developments are a desired goal.

2008년 개정 특수학교 교육과정, 2009 개정 교육과정, 특수성, 보편성, 동행, 2009 revised curriculum, special school curriculum, regular school curriculum, universality, speciality, accompany

김영임 Young Im Kim , 김은경 Eun Kyung Kim

DOI:10.19049/JSPED.11.3.12 Vol.11(No.3) 279-304, 2010

This study was investigated the effects of mother’s math instruction using Touchmath program and direct instruction on addition computation performance of children with intellectual disabilities. The subjects were three children with intellectual disabilities. Multiple probe design across subjects was used. The results of this study were as follows: First, the mother’s math instruction using Touchmath program and direct instruction was effective to increase the addition computation performance for all participants. Second, the effects of the intervention was maintained after withdrawal of the intervention. The conclusions and suggestions for future studies were addressed.

지적장애, 덧셈연산, 직접교수, Intellectual disability, Addition computation performance, Touchmath, Direct Instruction

허민정 Min Jung Heo , 김리석 Lee Suk Kim

DOI:10.19049/JSPED.11.3.13 Vol.11(No.3) 305-337, 2010

This study aims to investigate the school performance of children who received cochlear implantation under age of five and have been integrated into regular elementary schools compared to that of normal hearing children, and to examine the factors associated with the school performance of these children. Classroom teachers completed the questionnaires comprised of 26 items regarding communication skill, psycho-social adjustment, academic achievement, and general integration adjustment for 37 children with cochlear implants and 37 normal hearing children attending the same classrooms. As a result, the school performance of higher grade students with cochlear implants was significantly lower than that of lower grade students with cochlear implants. In the lower grade, students with cochlear implants showed significantly lower communication abilities than normal hearing children. On the other hand, in the higher grade, students with cochlear implants showed significantly lower performance on four aspects of school performance. In terms of related factors to school performance, communication abilities were correlated with age at implantation, auditory performance, language ability, and habilitation, and social-emotional adjustment was related with three variables except age at implantation. Academic achievement was related with auditory performance and language ability.

인공와우, 학교 수행력, 통합, Cochlear implant, School performance, integration

이숙향 Suk Hyang Lee

DOI:10.19049/JSPED.11.3.14 Vol.11(No.3) 339-369, 2010

Secondary inclusive education in Korea has faced challenges due to systematic problems and lack of research in spite of dramatic growth of inclusive education. The purpose of this study is to investigate trends and future directions in research regarding secondary inclusive education by reviewing Korean literature related to secondary inclusive education published for the last 10 years. Based on the criteria suggested in this study, a total of 53 articles were identified. The articles were categorized into four themes including: (1) attitudes of students without disabilities towards students with disabilities and peer relationship, (2) perceptions of teachers and parents on secondary inclusive education, (3) adjustment in secondary inclusive settings from the perspectives of students with disabilities, and (4) instructional methods regarding secondary inclusive education. After analyzing these four themes, each article was analyzed with sub-variables across four themes such as published year, participants, research methods, and settings. Based on the findings of this study, implications for trends and future directions in research regarding secondary inclusive education are provided as follows: (1) investigating perceptions and needs of students with disabilities and their parents on secondary inclusive education, (2) examining effects of supports for teachers based on their needs, (3) research regarding secondary inclusive education in high school level and teaching academic subjects, (4) investigating effects of various programs to promote understanding disability including reversed inclusive education program, and (5) research regarding various issues of secondary inclusive education and instructional methods.

중등 통합교육, 중등특수교육, 장애청소년, 특수학급, Secondary inclusive education, Secondary special education, adolescents with disabilities, Special education classroom

정종성 Jongseong Jeong , 최진오 Jinoh Choi

DOI:10.19049/JSPED.11.3.15 Vol.11(No.3) 371-393, 2010

The purpose of this study was to examine elementary teachers’ knowledge of ADHD and their attitudes toward including children with ADHD into general education classrooms and to investigate the relationships across elementary teachers’ knowledge, their attitudes, and use of behavior management strategies. A total of 368 elementary teachers in Seoul and Kyunggido participated in the study. Overall, the participant teachers’ level of knowledge on ADHD was low. Particularly, the teachers lacked the knowledge on the causes and diagnosis of ADHD and medication for children with ADHD. Although approximately 54% of the teachers were positive about inclusion, they presented considerable concerns about dealing with behavior problems that children with ADHD tend to exhibit. The teachers’ level of knowledge on ADHD had significantly positive relationships with their attitudes toward inclusion of children with ADHD and use of behavior management strategies. The teachers who exhibited negative attitudes toward inclusion of children with ADHD were more likely to use punishment-based behavior management strategies compared to those who were positive. Completion of inservice education and courses regarding ADHD and experience of teaching students with ADHD had a significantly positive relationship with their level of knowledge on ADHD. Additionally, the teachers who received inservice education regarding ADHD and took relevant courses had significantly more correct information and misconceptions of ADHD compared to the other teachers.

ADHD지식수준, 통합교육태도, 생활지도방법, ADHD, Knowledge of ADHD, Attitudes toward inclusion, Behavior management strategies

김영숙 Young Suk Kim

DOI:10.19049/JSPED.11.3.16 Vol.11(No.3) 395-418, 2010

The birth of children with disabilities effects on parents of children with disabilities, non-disabled brothers and sisters, namely, members of a family. And disabled child’s families experience various conflicts each other in one’s home, for example, marital conflict, conflicts between parents and disabled child, conflicts between parents and non-disabled child and conflicts between disabled child and non-disabled brothers and sisters in everyday life. The family members of disabled child share the responsibility of nurturing disabled child. Therefore, the family with disabled child has more stress and trouble than family with non-disabled child. So, the problems in various aspects of family with disabled child can be resolved through politicalㆍinstitutional support for family with disabled child based on sharing social responsibility. Since 2007, policies for ‘support for family with disabled child’ of 「Health and Family Support Centers」are carried out according to undertaking for support for family with disabled child, but concerning this support, several problems have been pointed out. In this study, situations of ‘support system for family with disabled child’ for improvement about quality of life for family with disabled child would be explored and concerned on that, problems and ways to improve of support should be presented. So, the improvement of ‘support for family with disabled child’ in order to quality of one’s life of family with disabled child could be seen as follows. First, the ‘support for family with disabled child’ ought to be practiced according to the needs of family members(children with disabilities, parents, non-disabled brothers and sisters etc.). Second, the ‘support for family with disabled child’ ought to be practiced considering to financial support for family with disabled child(another free day care and treatment increased support for child with disabilities etc.). Third, the ‘respite care’ and the ‘Personal Assistance Support System’ ought to be expanded regardless of disability rating and time to everyone. Forth, the pension system for disabled person ought not to be based on disability rating but income level of person with disabilities. Fifth, ‘long-term care support system’ ought to be expanded for all disabled people.

장애아가족지원, 삶의 질, 장애아돌보미지원, 장애인활동보조지원제도, support for family with disabled children, quality of life, respite care, personal Assistance Support System for disabled persons

박원경 Won Kyung Park , 최성규 Sung Kyu Choi , 정승희 Seung Hee Jeong

DOI:10.19049/JSPED.11.3.17 Vol.11(No.3) 419-440, 2010

The objective of this research is to study the difference of evaluation between teachers and parents on mental retardation according to their gender, age, and intelligence by using K-SIB-R(Korean-Scales of Independent Behavior-Revised). The subjects of study are parents and teachers who have children of mental retardations. The totally used 148 questionnaires for statistics. The K-SIB-R questionnaire, used for this study, are for the checking of general independence behavior and abnormal behavior. The subjects of K-SIB-R are originally parent of mental retardation. But teacher must be one of important observes for mental retardation related with school life. So this report researched which will be able to generalize an adaptional behavior evaluation with only recognition of the parents. The results are as following. First, The adaptional behavior, general independence behavior and abnormal behavior were not difference according to their gender of children. According to age the adaptional behavior were not difference. But the general independence behavior were statistically difference in the group which children are between 4 years 2 months old and 7 years 1 months, and abnormal behavior were difference in the group of 10 years 4 months or more years old. Finally, according to intelligence the adaptional behavior were statistically difference in the group which the intelligence of children are between 40 and 55, and then 56 and 70. And the general independence behavior were not difference statistically in the group which intelligent score of children are 40 or more than, but were difference the group under 40 score of intelligent. And abnormal behavior were statistically difference in the group which the intelligence of children are between 40 and 55, and then 56 and 70. Second, the rating between the parents and teachers showed statistically a similar correlation results. Therefore, on the basis of this research data, the evaluation of parents using K-SIB-R is enough to analysis on normal behavior for mental retardation. If not only the test of parents also teachers are possible, they will be more accurate and objective evaluate for adaptional behavior of mental retardation.

정신지체, 적응행동, 전반적 독립, 부적응행동, 문제행동, 평정일치도, mental retardation, adaptional behavior, general independence, abnormal behavior, K-SIB-R

권현수 Hyunsoo Kwon

DOI:10.19049/JSPED.11.3.18 Vol.11(No.3) 441-468, 2010

As more and more students with disabilities have been included in general education classrooms, there are enormous needs for collaboration of educational professionals, especially teachers. Collaboration between highly qualified teachers who are well prepared for teaching in inclusive educational environments are necessary not only for students with disabilities but also for students without disabilities. In this paper, the author look into the research papers about collaboration between special education teachers and general education teachers to analyze current trends in research about teacher collaboration as well as to find out how teacher collaboration is described in research papers. As a result, the author reported that the study about teacher collaboration started after year 2000 and mostly studied about theoretic background. The main purpose of collaboration was to achieve the successful inclusion in schools. Students’ academic achievement as well as social development were improved and teachers’ perception about collaboration and inclusion changed positively as a result of collaboration. However, most of studies did not report about specific details in collaboration such as plans about time scheduling, support systems, and skills and strategies those were used in collaboration. Therefore, the author suggested that the research about teacher collaboration would be improved in several ways: (1) there should be more studies about various purpose and roles in teacher collaboration, (2) it is important to report research process and describe details about manage plans, skills, and strategies, (3) it is necessary to control the quality of participants and evaluate the results by rigorous standards, and (4) there should be more future studies to develop the effective teacher collaboration programs that reflect the real demands and educational situation in schools.

연구동향, 일반교사, 통합교육, 특수교사, 특수교육, 협력, collaboration, inclusion, general education teachers, research trends, special education, special education teachers

박미정 Mee Jung Park , 정재권 Jae Kweon Chung , 박경란 Kyung Ran Park

DOI:10.19049/JSPED.11.3.19 Vol.11(No.3) 469-492, 2010

This study was conducted to investigate developmental changes of the deaf infant with severe and multiple disabilities by training mother. Subjects of this study were 38 months old deaf infant with severe and multiple disabilities and her mother. Interactive training program which consists of 6 stages to five developmental territory was implemented 65 times during 18 months. As results, the infant with severe and multiple disabilities was positively improved in the area of intelligence, social-emotion, movement, adaptation, communication and social age. The changes were remarkable at cognitive development and movement development. The communication skills had developed gradually during 12 months from training starting, however after 12 months considerable developmental change was shown.

농중증,중복장애, 상호작용훈련, 부모훈련, interactive training, severe and multiple disabilities, parental training

이해균 Hae Gyun Lee

DOI:10.19049/JSPED.11.3.20 Vol.11(No.3) 493-525, 2010

This study is to survey the satisfaction degree of dormitory facilities in D Universities in which accommodates the most students with disabilities in dormitory and to investigate activating methods of effective dormitory facilities management. The objects are 450 students with disabilities and students living in D University dormitory, whose background variations are classified according to genders, school grades, the period of living in dormitory and the existence or nonexistence of handicaps. In the area of satisfaction degree, total satisfaction degrees and the satisfaction degrees according to the elements of facilities are investigated. The questionnaires are composed of total 20 items according to the environmental elements of dormitory facilities. The overall results are as follows. In the area of the satisfaction degree, the number of dormitory bed room is highest, the condition of soundproof of dormitory is lowest. According to each satisfaction degree of facilities, in the area of the surrounding environments the satisfaction degree of students with disabilities is higher than that of students, in the area of lightening facilities, restroom, shower room, washing room, exercise facilities, the number of bedrooms, braille pavement blocks, the satisfaction degree of students is higher than that of students with disabilities.

기숙사 시설, 장애학생, 일반학생, 만족도, dormitory facilities, students with disabilities, general students, the satisfaction degree

옥정달 Jung Dal Ok , 윤병천 Byung Cheon Yoon , 유장순 Jang Soon Yoo , 우주영 Ju Young Woo

DOI:10.19049/JSPED.11.3.21 Vol.11(No.3) 527-549, 2010

The purpose of this study was to investigate the current participation and the preference of middle and high school students diagnosed with hearing disabilities(HD) in leisure activities and to provide basic information needed to develop leisure programs appropriate for them. For this purpose, 55 middle and high school students with HD who were enrolled in special education school participated in this survey study. The survey questionnaire comprised a total of 28 items including 3 items on general information and 25 items on leisure activities. A frequency analysis and a percentile analysis approaches were used to investigate the general information and the current participation and the preference in leisure activities. The major findings of this study were as follows. First, the participation of middle and high school students with HD in leisure activities was considerably limited. Second, participants indicated that they prefer to participate in various leisure activities beyond what they have been participating. The results of this study indicated the dire need for the development of various leisure activities for middle and high school students with HD and suggested future directions based on the research findings.

청각장애, 청각장애학생, 여가활동, 청각장애실태, hearing disorders, leisure activities, deaf, recreation

권미은 Mi Eun Kwon , 신현기 Hyun Ki Shin

DOI:10.19049/JSPED.11.3.22 Vol.11(No.3) 551-581, 2010

The purpose of this study was to examine the effect of picture book reading strategy focusing on verbal interaction styles and interactive reading time between mothers and preschoolers with developmental delays. The subjects in this study were four pairs of mothers and preschoolers with developmental delays. The study was conducted in the child development center located in the city of Cheon-an. Mothers were instructed to read a picture book to their children using an interactive picture book reading strategy. In order to ascertain the effects of inter-subject intervention and generalization, a multiple probe baseline design was used. The video observation data were analyzed qualitatively and quantitatively using frequency analysis The findings of the study were as follows: First, the verbal interaction styles(attentional vocative strategies, prompt strategies, responsive strategies and sensitive strategies) of the mothers was changed and the changed performance of verbal interaction styles was maintained through the use of an interactive picture book reading strategy. Second, the picture book reading time between mothers and preschoolers with developmental delays was increased and the increased change of reading time was maintained through an interactive picture book reading strategy. Third, according to the parents’ interview through an interactive picture book reading strategy, the family at home was increased active involvement and attention. These results suggest that the use of an interactive picture book reading strategy is an effective intervention for verbal interaction styles and interactive reading time between parents and preschoolers with developmental delays.

그림책 읽기전략, 발달지체유아, 언어적 상호작용, 참여시간, mother training, picture book reading strategy, preschoolers with developmental delays, verbal interaction styles, interactive reading time

백상수 Sangsu Baek , 오정숙 Jung Sook Oh

DOI:10.19049/JSPED.11.3.23 Vol.11(No.3) 583-612, 2010

The purpose of this study was to examine the perception of special education graduate students regarding co-teaching issues such as teacher training, school supports, contribution to inclusion and students with and without disabilities, and utilization. A survey was distributed to 277 graduate students, and 100 surveys(36%) were returned. Findings indicated that almost half of respondents indicated the undergraduate teacher program did not provide co-teaching related training, whereas half of them indicated they received training from their graduate program. Although respondents felt that co-teaching will contribute to inclusion and students’ achievement, they perceived that there was not enough support from school to implement co-teaching methods. Respondents suggested recommendations to the teacher education program to effectively include the co-teaching topic in the curriculum. The limitations of this study and suggestion for practices and future research were discussed.

협력교수, 교사 교육, 통합교육, 유능감, Co-teaching, Teacher preparation, Inclusion, Competence