In order to observe the physical self concept of students with physical disabilities this research was carried out on 258 students from four schools for with physical disabilities all over the nation. Physical self concept questionnaires was used as instruments for measuring and significant difference was looked into by using the average and standard deviation by gender, school group, disability types, and disability grade and then undertaking T-verification. The major results are as followings; First, The distinctive feature of physical self concept of students with physical disabilities by gender is that male students in physical self concept is higher than female students. Second, The distinctive feature of physical self concept of students with physical disabilities by school group is that middle and high school students in physical self concept is higher than elementary school students in terms of sport self-confidence and regular exercise. Third, The distinctive feature of physical self concept of students with physical disabilities by disability types is that cerebral palsy handicapped students in physical self concept is higher than students with physical disabilities in terms of muscular strength, sport self-confidence, and endurance; students with physical disabilities is higher than cerebral palsy handicapped students in terms of body fat. Fourth. The distinctive feature of physical self perception of students with physical disabilities by disability grade is that the milder disability is, the higher physical self perception is in terms of muscular strength, sport self-confidence, and endurance; the more serious disability is, the higher physical self perception is in terms of body fat. II’d like to make several suggestions based on the conclusion of this research. First, The feature of physical self perception of students with physical disabilities was analyzed by variables and the study regarding correlation analysis by low domain of self perception is also required.
Key Words
지체장애, 신체적 자아개념, students with physical disabilities, physical self concept
Analysis of the Curriculum for School and the Actual State of Formation on Special School for the Emotionally Disturbed 정서장애학교의 학교수준 교육과정 편성 실태 분석
The aim of this study is to analyze that how the composition of school curriculum and formation of special school for emotionally disturbed in Korea are being operated. A result of the study as follows: First, we found that educational goals of special school for the emotionally disturbed are to nurture someone who adjust in society, healthy and overcome handicap. Second, the kindergarten of special school for emotionally disturbed is even organized and operated 5 living parts curriculum such as the languages, social study, inquiry, health, representation for holistic and harmonious development of physical and mental growth targets. Third, the elementary school of special school for emotionally disturbed is focused on the goals that school adjustment and independent living foundation. It It’’s for holistic and harmonious development of physical and mental growth, and social adjustment attitude, problem-solving, attitude and aesthetic cultivation. So social studies and physical education had been much emphasized and operated than other subjects. Fourth, the junior and high school of special school for emotionally disturbed has a goal to learn the necessary capabilities for learning and everyday life in the community and to make a democratic civil society can lead a positive life. It It’s focused on social adjustment attitude, problem-solving, attitude and aesthetic cultivation. skill and creative expression, a variety of career exploration. So a lot of time in activities organized at the society and the profession, discretion activity have operating.
Key Words
정서장애학교, 특수학교 교육과정, 학교수준 교육과정, special school for the emotionally disturbed, curriculum for special school, curriculum for school
Comparative study on the Educational Financial management of National National,Public Special Education schools and Elementary schools: Focused on school annual expenditure 특수학교와 일반초등학교의 재정운영 비교 비교: 세출결산을 중심으로
Comparative study on the Educational Financial management of National National,Public Special Education schools and Elementary schools: Focused on school annual expenditure 특수학교와 일반초등학교의 재정운영 비교 비교: 세출결산을 중심으로
The purpose of this study is to compare school finance management of national national·public special education schools and public elementary schools which enforce school-based finance policy. School expenditure and school operating expenditure is analysed in component ratio by subcategories. This research have found statistically significant differences in component ratio. Compared with elementary school, special education school school’s expenditure is used on more personnel expenditure and operating expenditure, but parents expenditure is very low. And special education school school’s operating expenditure is used more on general operating expenditure, but less on instructional expenditure and equipment cost. The 2009 average annual expenditures of national national·public special education schools is 1,477,513,000 won, more specifically personnel expenditures is 541,944,000 won, school operating expenditures is 999,324,000 won, parents expenditures is 58,241,000 won and extra fund is 615,000 won.
This paper discussed the following three aspects for establishing a special education discourses as restoration of educational essentiality. First, we discussed the tail wagging the dog of special education at the perspective of restoration of educational essentiality. Today, special education has focused more on the exposed ‘ddiissaabbiilliittiieess’ than on ‘ppeerrssoonn’ as humanity. As a result, a branch(用) is mistaken as the root(體). Second, we paid attention to ‘ZhongYong(中庸)’ in confucianism and Mahayana sutra(大乘起信論) in Buddhism which are well imprinted on East Asia tradition as exemplary model of restoration of educational essentiality, then we discussed their implications for restoration of special education essentiality. Third, we discussed a task of establishing Korean special education discourses by restoration of educational essentiality. The discourses on Korean special education has greater tendency to import studies and most of the discourses of Korean special education depend on translation(sometimes translated double). For establishing Korean special education theory, it is important to focus on the restoration of educational essentiality which has been inherited from the history of East Asia. Therefore, we have to open the way to communicate actively with the universality of the world special education.
Until recently, it was not domestic standardized pragmatic language assessing instruments. So, the purpose of this study was to review the recent research studies related the pragmatic language assessments published from 1983 to 2010 in the international and Korean journals that focus on speech-language pathology. A total of 30 articles (International:Korean =26 : 4) were selected and the following information was extracted from each articles and analyzed aspects of language, participants, research method, independent variables, dependent variables, and major results. Most of domestic studies were related to the speech acts for language competences and characters of school aged children with SLI, MR, and preschoolers with ASD. Abroad studies have been related with various topics like as a specific pragmatic language competences, treatment effects of pragmatic language, and pragmatic assessing methods and instruments. Of the thirty articles published in domestic and abroad journals related with speech-language pathology, all of them focused for children with normal and disability on pragmatic language assessment. We discussed the results and suggested a direction for future research on pragmatic language assessments.
Key Words
화용언어, 진단, 평가, 언어치료, Pragmatic language, Assessment, Language therapy
The Multicultural Educational Alternative to Designing Social Studies Curriculum for the School for the Deaf 청각장애 특수학교 사회과 교육과정 구성의 다문화교육적 대안
This study is derived from the thought the deaf community and deaf culture should be concerned as one of sub-cultural groups in our society. Moreover, the researcher of the current study believes that this concept should be carried on as one of multi-cultural education in the social studies curriculum since the subject especially deals with socially acceptable behaviors. This study was purposefully designed to suggest alternatives for their social studies curriculum in terms of dealing with the deaf culture based on a viewpoint of multi-cultural education. Currently, social studies curriculum of schools for the deaf is exactly the same as the curriculum of regular schools. Therefore, there is no credit hour to handle the specialties of deaf culture and deaf community. In order to apply deaf studies into social studies curriculum, meanings of the subject ‘ssoocciiaall studies studies’ were analyzed through searching the identity of the deaf people and the deaf community. Based of the intent taking the same curriculum for deaf education, possibilities of applying deaf studies in the curriculum. Finally, this study introduced methods and samples regarding applications deaf studies into the social studies in terms of multi-cultural education.
Discriminant Function Analysis between Children with Cerebral Palsy and Average Children by Computerized Neurocognitive Function Test 전산화신경인지기능검사(CNT)에 의한 뇌성마비아동의 판별분석
Discriminant Function Analysis between Children with Cerebral Palsy and Average Children by Computerized Neurocognitive Function Test 전산화신경인지기능검사(CNT)에 의한 뇌성마비아동의 판별분석
The purpose of this study was to investigate the neurocognitive characteristics characteristics’differences between children with cerebral palsy and average children, and through the discriminant function analysis of two groups by the Computerized Neurocognitive Function Test(CNT). This study was investigated 93 children with cerebral palsy and average children in Busan City. The concrete findings of this study was as follows. First, the result of examination neurocognitive characteristics of the children with CP group showed significant difference with average children, and CP group showed lower performance than the average children group on attention test, memory test, higher cognitive function test. Second, the result of the discriminant function analysis of two groups by CNT showed that was very powerful discriminating variable of two groups as attention test 94.4%, memory test 90%, higher cognitive function test 96.7%. and total CNT 97.8%. Therefore, this study suggested that the neurocognitive characteristics by CNT was the powerful discriminators of two groups. And CNT could be applicable to children with CP as a neurocognitive assessment battery of them.
Key Words
전산화신경인지기능검사, 뇌성마비아동, 판별분석, students with cerebral palsy, Computerized Neurocognitive Function Test, Discriminant Function Analysis
Philosophical Origins of Movement for Guaranteeing Development of the Intellectual Disabilities in Japan 일본 지적장애아(인) 발달보장운동의 사상적 원류
This thesis reviews thought of Itoga Kazuo who was an impetus to the movement for guaranteeing educational rights for children with disabilities in Japan. Futhermore, it aims to discover particularities of his thought as well as potential implications for special education in Korea. To begin with, I delineated Itoga’s life, focusing on his accomplishments related to children with severe intellectual disabilities. Next, I examined aspects of Itoga’s thought around “let these children be the light of the world”, “self-realization”, and “guaranteeing of development”. As a result, I drew particularities of Itoga’s thought as follows. First, Itoga’s thought urges us to change our perception of children with disabilities(including adults), particularly of children with severe intellectual disabilities(including adults), and specifically each individual’s change towards them. Second, Itoga emphasizes that everyone with disabilities, regardless of it being severe intellectual or not, has the potential for self-realization and development as human beings and has something in common with those without disabilities in a basic course of development. Third, Itoga’s thought was established and deepened through welfare of children with disabilities and practice of special education. Finally, Itoga’s thought suggested implications for special education in South Korea.
Key Words
이토가카즈오, 이 아이들을 세상의 빛으로 빛으로, 자기실현, 발달보장, Itoga Kazuo, let these children to the light of the world, self-realization, guaranteeing development
Narrative Inquiry about Implementing Inclusive Education of Elementary School Teachers 초등학교 교사들의 통합교육 실천 어려움에 관한 이야기: 내러티브 탐구를 중심으로
This study is the case study on teachers teachers’ experience on implementing inclusive education in elementary school by narrative inquiry. The purpose of this study research on the reality and recognition of general teachers teachers’ implementing inclusive education in general classroom. In this study, narrative inquiry is a way of understanding the teachers teachers’ experience of implementing inclusive education by telling and retelling the experience of the lives as a teacher. Telling a story about inclusive education, they wrote an autobiography on experience of implementing inclusive education. And then the participants had retold about inclusive education. The results of this study are summarized as follows: First, elementary school teachers lack expertise about inclusive education because they lack knowledge of special education, feel difficulty with accepting students with disabilities in mind and try to avoid teachers teachers’ training about inclusive education. Second, elementary school teachers feel burden responsibility for inclusive education because they have to mediate problem behaviors of students with disabilities, practice instructional adaptations and accommodations, and perform guardian role in classroom.
This study selected a total of 55 intervention studies in mathematics for elementary students and analyzed the intervention implementation features and effect sizes. Also, this study analyzed the intervention effects based on three-level intervention implementation features, such as, intervention participants, duration of intervention, grouping in order to identify the evidence-based practices for Response-To-Intervention(RTI) implementation. The results of this study showed as the follows: First, there were a total of 17 types of mathematics interventions for elementary students. In general, less than five intervention studies were available for each type of mathematics interventions. Most of the mathematics interventions were used quasi-experimental design and provided intervention in large group, teaching computation skills for all students in the general education classrooms. Second, among the 17 types of mathematics interventions, small-group group·cooperative cooperative interventions, cognitive ·meta-cognitive meta-interventions, Direct Instruction, and concrete concrete·representation representation intervention were effective across the different participants, intensity, or the type of intervention. Limitations and suggestions for future study are discussed.
The Analysis of Relation with Recognition of Relation of Inclusive Class Teachers with Disabled Students Based on Characteristics of Disabled Students, Social Participation and Peer Bullying of Disabled Students 통합학급 교사의 장애아동에 대한 관계 인식에 따른 장애학생의 사회적 참여 및 동료 괴롭힘에 대한 관계 분석
The Analysis of Relation with Recognition of Relation of Inclusive Class Teachers with Disabled Students Based on Characteristics of Disabled Students, Social Participation and Peer Bullying of Disabled Students 통합학급 교사의 장애아동에 대한 관계 인식에 따른 장애학생의 사회적 참여 및 동료 괴롭힘에 대한 관계 분석
The purpose of this study is to identify differences in relation between inclusive class teachers and disabled students based on characteristics of both and association of recognition of the relation with social participation and peer bullying of disabled students. The subjects of this study were 152 teachers of inclusive class in middle and high schools. The research tools used in this study included the Scale of Relation between Teachers and Students by Cook (2001), the Scale of Social Participation by Koster et al. (2008), and the Scale of Disabled Student Bullying by Holzbauer (2008). As for the results of this study, characteristics of teachers and disabled students based on relation types of inclusive class teachers and disabled students were analyzed and social participation and relation with peer bullying of disabled students were analyzed and presented. As for discussion and conclusion, it is needed to improve relation between inclusive class teachers and disabled students as a method of effective management of inclusive class, and introduction of certification system for professional inclusive class teachers as a measure to improve the relation.
Key Words
통합교육, 교사-학생 관계 인식, 사회적 참여, 동료 괴롭힘, inclusive education, social participation, bullying
A Study on the Actual Conditions of School Negligent Accidents for Teachers and Students in Special Schools: Focus on Special Schools in Daegu 특수학교 학생 및 교사의 학교안전사고 실태 조사 연구 - 대구지역 특수학교를 중심으로 -
A Study on the Actual Conditions of School Negligent Accidents for Teachers and Students in Special Schools: Focus on Special Schools in Daegu 특수학교 학생 및 교사의 학교안전사고 실태 조사 연구 - 대구지역 특수학교를 중심으로 -
The purpose of this study was to provide preventive measures for negligent accidents in special schools and to emphasize the necessity of multidisciplinary approach for the measures. For the purpose, this study investigated the actual conditions of school negligent accidents for teachers and students in special schools, not by actual statistics but by teacher teacher’’s direct or indirect experiences. 106 teachers in special schools located in Daegu city were participated in this study and a survey method was used to collect data. The results were as follows. First, negligent accidents due to aggressive behaviors during a break happened frequently to middle school male students in special schools. Second, teachers were violated in their rights by negligent accidents and suffered from bodily injuries by students students’’ aggressive behaviors. Third, many teachers implemented preventive disciplines for negligent accidents with a lecture during the scheduled time in the regular school curriculum. Fourth, special school teachers felt psychological burdens from negligent accidents in schools, and were intimidated in the educational activities due to the burdens. This study suggested the amendments of laws suitable for the special education fields, the necessity of multidisciplinary and interdisciplinary approaches, the evaluation of the actual conditions of negligent accidents according to special school types, and the necessity of an evaluation of negligent accidents for special class students. The limitations in this study were discussed, too.
Key Words
특수학교, 학교안전사고, special schools, school negligent accidents
A Study on the Improvement of Reliability and Accuracy in Voice Quality Rating by the Intensive Perceptual Training Program 청지각적 음성평가의 신뢰도와 정확도 향상을 위한 집중적 훈련 프로그램의 효과에 관한 연구
A Study on the Improvement of Reliability and Accuracy in Voice Quality Rating by the Intensive Perceptual Training Program 청지각적 음성평가의 신뢰도와 정확도 향상을 위한 집중적 훈련 프로그램의 효과에 관한 연구
The purpose of this study was to examine the effects of the computerized perceptual training program for improvement of the ability to evaluate voice quality. For such purpose, the experiment was performed for evaluating the reliability and accuracy for R, B, S rating of pathological voice samples. 40 college students participated in the experiment. A half of them were allocated in the experimental group with the perceptual training program including three steps according to the difficulty, other half of them allocated in the control group without the perceptual training program. The pre-test and post-test to rate R, B, S scale were taken before and after the perceptual training program. The findings of this study showed that the reliability and accuracy of R, B, S scales rating of experimental group after the perceptual training program were significantly improved than before that program. However the reliability and accuracy of the control group were not improved. The results suggested that the perceptual training program is effective for improvement of the ability to evaluate voice quality. In final section, the guidelines for the effective perceptual training system design and the follow-up researches were discussed.
Reading Fluency of Elementary Students with and without Reading Disabilities: Reading Developmental Patterns and Error Patterns 초등학교 읽기장애 학생과 일반 학생의 읽기 유창성 특성 및 오류 유형 비교 연구
Reading Fluency of Elementary Students with and without Reading Disabilities: Reading Developmental Patterns and Error Patterns 초등학교 읽기장애 학생과 일반 학생의 읽기 유창성 특성 및 오류 유형 비교 연구
The purpose of this study was to compare the reading fluency(reading developmental patterns and error patterns) of elementary students with and without reading disabilities. A total of 55 elementary students with and without reading disabilities participated in reading fluency tests. Developmental patterns of reading fluency across grades and the types of errors were analyzed. Major results are summed up as follows. First, reading fluency results showed significant differences in all the two tests. Second, as the result of analyzing the errors from word-level perspective, the replacement errors appeared most frequently. Third, as the result of analyzing the errors from word-level perspective, students tended to replace words with words that had another meaning rather than changing it into nonwords. Forth, as for the rates of errors by phonological change rules, students with reading disabilities were much higher than students without reading disabilities. Fifth, as the result of analyzing the errors from text-level perspective, the second-grade students with and without reading disabilities showed the more errors that did not make sense than the errors that retained the meaning of the sentence. However, the fourth-grader students with and without reading disabilities showed more errors that retained the meaning of the sentence than the errors that did not make sense. And based on such results, the characteristics of reading fluency and similarities and differences in both groups were discussed.
Key Words
유창성, 발달패턴, 오류유형, 읽기장애, reading fluency, developmental pattern, error pattern, students with reading disabilities
Preliminary study regarding voice ouput communication content and system development 음성산출 의사소통 콘텐츠 및 시스템 개발 기초연구: AAC 관련전문가의 경험 및 요구분석을 중심으로
김정연 Jung Yeon Kim , 박은혜 Eun Hye Park , 김경양 Kyung Yang Kim
The purpose of this study was to derive the field-based opinions and ideas for developing Korean voice output communication system and contents. Participants were 14 professionals who had experiences of AAC application for their students/clients, including 7 special education teachers, 2 professors, 1 parent, 2 speech therapists and 2 researchers. Focus group interviews were conducted for two sessions with the questions related to the AAC experiences and AAC contents/system requirements. The results were analyzed with two axis of AAC experience and AAC needs. Seven 7 themes(e.g., barriers, outcome, vocabulary, symbol) and 19 sub-themes were derived. Overall, AAC contents and system which can incorporate various user characteristics were emphasized as well as needs for symbols and vocabulary which can represent Korean language-specific features. The procedural efforts to ensure the reliability and validity of the data analysis were followed. Implications and limitations of this study and suggestions for future study were discussed.
Key Words
AAC 콘텐츠, 보완대체의사소통, 음성산출 의사소통 콘텐츠 및 시스템, AAC 관련 전문가, AAC(Augmentative and alternative communication), Voice output, AAC contents and system
The Exploration of Research Trends of Disability Studies Applied in Special Education: Based on 2000~2010 Foreign Studies 특수교육에 적용된 장애학의 연구 경향 고찰: 2000~2010년 외국 논문들을 중심으로
The Exploration of Research Trends of Disability Studies Applied in Special Education: Based on 2000~2010 Foreign Studies 특수교육에 적용된 장애학의 연구 경향 고찰: 2000~2010년 외국 논문들을 중심으로
This study was to explore disability studies applied in special education that is a relatively new scholarship, and attempted to apply disability studies into South Korean special education. In order to do this study, we did literature review on foreign studies from four journals that mostly discuss disability studies and foreign articles that use disability study/ies as a title or a subject term. Literature review was conducted on 111 articles that was directly related to the education of students with disabilities. The articles reviewed were published between 2000 and 2010. The result of literature review shows that the studies on disability studies applied in special education were conducted not only from the United States but also from internationally including Europe. In addition, the studies on disability studies applied in special education discuss ten topics such as inclusive education, instruction strategies, assessment, educational environment, law and policy, family participation and family attitude, the trend of special education, the application of disability studies, attitudes on disability and transition. The studies on inclusion were the most frequently explored topic among ten topics.
Key Words
특수교육, 장애학, 연구 동향 고찰, disability studies, special education, the exploration of research trends
The Effect of cooperative learning in an integrated class on students with and without disabilities 통합학급에서의 협동학습이 정신지체학생과 일반학생에게 미치는 효과
이재원 Jae Won Lee , 김대현 Dae Hyun Kim , 이한나 Han Na Lee
This study is to investigate the effect of cooperative learning in an integrated class on students with and without disabilities in an elementary school. The study targeted one class selected the lower grades. Cooperative learning was conducted twice per week for the nine weeks regular class with for two students with special needs who were being educated in part-time and 11 normal students from the school. In order to find out the possible change after cooperative learning in the target action and class participation of the special needs students, the incidence of a target action were recorded as a reverse design and shown with a table and a graph. In addition, to look at the change which affects the normal students students’’ prosocial action and their adaptability to school, the measurement results of the experiment of before and after cooperative learning went through descriptive statistics and counterpart t-verification. The results are as follows. First, before cooperative learning intervention, students with special needs neither got involved in the class nor were they cooperative. Often they showed target behaviors. However, after the cooperative learning intervention, they are participated in the class fairly well, interacting with their friends and doing on-task behaviors. Second, the results of their prosocial action and their adaptability to school before and after the experiment were examined after the cooperative learning was applied to students without disabilities. The results showed significant differences in the factors such as giving help to, protecting, sharing with and cooperating with the students without special needs in terms of prosocial action, and also in the factors such as the teacher -student relationship, classes in school, and school rules in terms of the adaptability to school. Based on the results and discussion of this study, it is concluded that cooperative learning in the integrated class turned out to have a positive influence not only on the special needs students students’’ target action and their class participation, but also on the normal students students’’ prosocial action and their adaptability to school. Here, several suggestions were discussed for a follow-up study. First, a study on how much of an intervention period is needed. Second, various class situation can be employed and tested for generalization. Third, a follow-up study on another teaching-learning acitivity different from cooperative learning is needed.
Finding How the Loanwords Originated from English on the Korean Sign Language Dictionary are Transformed into Korean Sign Language 영어에서 비롯된 외래어에 대한 한국수화표현과 미국 수화표현과의 동일성 실태조사 - 한국수화사전에 등재된 영어에서 비롯된 외래어를 중심으로 -
Finding How the Loanwords Originated from English on the Korean Sign Language Dictionary are Transformed into Korean Sign Language 영어에서 비롯된 외래어에 대한 한국수화표현과 미국 수화표현과의 동일성 실태조사 - 한국수화사전에 등재된 영어에서 비롯된 외래어를 중심으로 -
The aim of this research is to find 1) what and how the loanwords in English are registrated in Korean Sign Language Dictionary(KSLD) 2) and how many loanwords transformed into Korean Sign Language(KSL) are same as, similar to or different from American Sign Language(ASL). The results of the research are as followings; The first, it is found that the total numbers of loanwords registrated in KSLD are 229 words. The second, it is found that there are 215 words in English among 229 words, and only 34 KSL words transformed from loanwords in English are same as ASL, 10 words are similar to and quite different from ASL are 171 words among 215 words. Now we found and expect that we should try to correct the different loanwords of KSL from ASL to same as ASL as soon as possible.
Key Words
외래어, 영어에서 비롯된 외래어, 한국수화, 미국수화, Loanword, Loanword originated from English, Korean Sign Language, KSL, American Sign Language, ASL
Current state of calculation of cost for inclusive education and Related problem 통합교육비 산출 현황과 과제
이덕순 Deok Soon Lee , 김용욱 Yong Wook Kim , 이해균 Hae Gyun Lee , 강성종 Seong Jong Gang
This study was conducted for the purpose of solving problems related to the support of cost of inclusive education (i.e. cost necessary for inclusive education) which occurred since the application of the standard for calculating cost of education due to the introduction of school accounting system in 2001 and the shift of the support policy on cost for special education from central government to local governments. For these purposes, this study analyzed a method of calculating cost of inclusive education by cities and provinces, and then identified potential and future problems. The results of study are as follows: first, with respect to expansion of education finance for student with disabilities, a fair and objective standard for distribution should be established, and promotion of equal educational conditions and procurement of stable financial source for each region should be accompanied. For this, it is required to consider the educational aspect of student with disabilities and the characteristics for each disability area, and carry out ‘calculation of the standard cost of education education’ for eliminating regional gap; second, the coefficient of difference in educational cost for student with disabilities should be properly calculated, and it should be considered when calculating the standard cost of education and establishing the reference of educational cost for students with disabilities; third, in order to eliminate the regional gap in the contents of educational business for student with disabilities and procure proper supporting expenses, it is required to calculate a reasonable unit educational expense in a distribution method per school, class, and student which needs a reference of the standard cost of education as well as a distribution method per business which is currently provided. It is expected that basis of the necessity for calculating the standard cost of education and reasonable unit educational expense which is suggested by the findings of this study, its calculation factors, and calculation method will be useful data for establishing a future financial support policy for inclusive education.
Key Words
학교회계, 교육비특별회계, 표준교육비, 적정 단위교육비, 특수교육재정, school accounting, special account for educational expenses, standard cost of education, reasonable unit educational expense, special education finance
Longitudinal Trajectories of Self-Efficacy among students with Learning Disabilities 학습장애 학생의 자기효능감에 관한 종단 연구: 국어, 수학, 영어교과를 중심으로
The main purpose of this study was to examine differences in self- efficacy between students with and without learning disabilities from the Korean Education Longitudinal Study(KELS). Latent growth modeling (LGM) with unconditional and conditional models was employed to estimate growth rate and initial status on self-efficacy among the two groups. Results showed that there were no significant differences in slopes between the two groups in terms of Korean, Math, and English, but initial status on math for students with learning disabilities was significantly lower than students without disabilities. Implications for practice and future research are discussed.
This study is to describe the comprehensive and cultural themes on the life of the deaf in the frame of sovereign beings by recognizing and sharing their common language and culture. The concrete research question Is ““wwhhaatt is the life of the deaf as a member of minority ggrroouupp??”” The data was gathered from focus group interviews and in-depth individual interviews with the deaf, and the cultural themes was developed by categorizing small concepts which had common themes. The cultural theme is finding the changeability ““ffrroomm the strangers in sound world to sovereign people as minority groups those who communicate with sign language language”” through analysis on data collected from research participants consisted of 15 members(the deafs 8, sign language interpreters 7). On this result basis, several practical implications were suggested for social work interventions aside from the pathological perspective by which the deaf have been shown to abnormal, deficit, low intellectual and so on.
Key Words
농(청각장애), 농문화, 사회문화적 관점, 수화, 질적 연구, Deaf, Deaf culture, sociocultural perspective, sign Language, qualitative research
A Study of postposition misuse by university students with hearing impairments 청각장애대학생의 연결어미사용 특성에 관한 연구
This study is about the features of thirty-four hearing impaired college students students’’ usage of connective endings in their own sentences. The features were analyzed to find out the difference between regular school graduates and special school graduates. The result of this study is summarized as follows. First, there is no significant difference between regular school graduates and special school graduates in their sentence amounts. However, there is a ranking difference in grammatical sentences and ungrammatical sentences. In the whole number of connective endings and the number of correct connective endings, there is no significant difference between the two school graduates, but there is a ranking difference in the number of their incorrect connective endings. Second, special school graduates use eleven connective endings in their grammatical sentences. Especially, they focus on these meaningful endings such as succession, casuality and list. Regular school graduates also use eleven connective endings, but they use them equally in the meaning of list, simultaneity, succession and condition. In their ungrammatical sentences, special school graduates made errors whenever they use every connective ending including succession, list and casuality. On the other hand, regular school graduates made errors only five kinds of connective endings. It means that they acquire more connective endings and know their functions better than special school graduates do. It means that spoken language can positive influence connective endings than the sign language.
A Qualitative study on Positive Interactive Process of the Camp participant and Children with Disability through Integrated Camp 통합 캠프에서 참가자와 장애 아동과의 긍정적 상호 작용 변화에 대한 질적 연구
A Qualitative study on Positive Interactive Process of the Camp participant and Children with Disability through Integrated Camp 통합 캠프에서 참가자와 장애 아동과의 긍정적 상호 작용 변화에 대한 질적 연구
This study examines the evolving process of positive interactions between children with disability and non-disabled children teachers, and volunteers in a 10-year integrated camp. By investigating the qualitative changes of the interaction, the paper analyzes its implication in special education. Based on interview with participants who continuously participated IIn n the integrated camp and referring to resource kit, the paper defines a pattern of the timing where the perception change takes place. According to the study results, the interactions in the early stages of camp takes a form of one-way communication due to the prejudice against disabled children and lack of understanding. Through self-awakening and reflection, an individual changes his/her perception about children with disability to open his/her mind to them and treat them as an equivalent human being, which enables interactions. This implies that perception change at a society level about children with disability is required for integrated education for children with disability and that it is necessary to expand the field of special education to the community level so that providing people working on integrated education can share their common points of value and philosophy.
Key Words
통합 캠프, 상호작용, 인식 변화, integrated camp, interactions, awareness change
A Study on Moral Ego Formative Theory in High School Students with Hearing Impairment 도덕적 자아 형성 이론에 따른 청각장애 고등학생의 도덕 교과 교육의 전략 특성 연구
The purpose of this study was to explore the moral education strategies based on moral formative theory in high school students with hearing impairment The conclusions from this study were as follows. First, the moral ego formative theory is an effective theoretical model for integration of morality and ego in high school students with hearing impairment. Second, the moral ego formative theory have two approaches for moral education for in high school students with hearing impairment. The first one is integration strategy of their morality and ego following their cognitive development level and the other one is integration strategy of their morality and experiences level.
Key Words
청각장애 고등학생, 도덕적 자아 형성, 도덕 교육, hearing impairment, moral education, moral ego formative theory
