이제화 Jea Hwa Lee

DOI:10.19049/JSPED.12.2.01 Vol.12(No.2) 1-28, 2011

The present research analyzed 59 experimental analysis studies verifying the effectiveness of interventions for promoting relationships of young children with disabilities and without disabilities in inclusive educational settings. The general characteristics of the studies and their intervention strategies were evaluated to shed light on significant trends. The first, results of the general characteristics of the study: First, the number of such analyses increased from 2001, with 2006 and 2007 the most active years. Second, the studies showed a degree of bias towards use of the single subject research method. Third, in terms of research quality in cases where single-subject design was employed, the average number of repetitions of experimental conditions was 2.9; measurements for maintenance and reliability were relatively sound or generalized; and those for social validity were insufficient. In the case of group studies, many of the dependent variable measurement tool types were non-normalized testing tools, with reliability and validity of the tools somewhat incomplete, while studies verifying the effectiveness of interventions were almost non-existent. The next, the study analyzed trends in intervention strategies. First, many studies conducted interventions on young children with disabilities and those without disabilities together, mainly in peer-group rather than in individual situations and in play settings of integrated classes including both care center and kindergarten level children. Most moderators were researchers or general education teachers, with intervention duration lasting over 1 month but less than 3 months, and intervention time per session 20 minutes or less. Second, intervention strategies were mainly focused on social integration activities, with class-targeted intervention, naturalistic intervention, direct teaching, etc. all used evenly without discrepancy, and interventions in all studies, including four which included partial verifications, were duly analyzed. Third, dependent variable content mainly looked at the social and communication-related skills of children with disabilities and those without disabilities. Based on these results, future directions for intervention studies promoting relationships of young children with disabilities and without disabilities in inclusive educational environments were discussed.

통합, 장애유아, 또래 관계, 중재동향, 실험연구, inclusion, young children with disabilities, peer relationship, research trend for intervention, experimental studies

김라경 Rah Kyun Kim , Stacy K Dymond

DOI:10.19049/JSPED.12.2.02 Vol.12(No.2) 29-47, 2011

Despite the importance of leisure activity, little attention has been directed to determining how adults with severe disabilities residing in group homes and supported apartments spend their leisure time at home and in the community. This study investigated the leisure activities engaged in most frequently by adults with severe disabilities who live successfully in the community. Participants included residential specialists from across the United States who worked at small community residences (i.e., 8 or less residents) that included adults with intellectual and developmental disabilities. A survey was mailed to 1,000 residential specialists using a random proportional stratified sampling procedure; 280 completed surveys were used for data analysis. Watching TV was the most frequently performed activity at home while shopping was the most frequently performed activity in the community. Individuals with disabilities who lived in group homes played board games, participated in arts and crafts, ate out/had coffee, and went to the park significantly more frequently than residents living in supported apartments. In contrast, individuals with disabilities who lived in supported apartments used the computer/internet/email significantly more frequently than individuals living in group homes.

지적 장애인, 여가활동, 그룹홈, 지원 아파트, severe disabilities, leisure, supported apartments, group homes

원성옥 Seong Ok Won , 이윤선 Yun Sun Lee

DOI:10.19049/JSPED.12.2.03 Vol.12(No.2) 49-68, 2011

The purpose of this study is to investigate the characteristics of vocabulary error. The subjects were 35 deaf college students who use sign language. They composed an essay about weekend, friend, hobby, and family. Error types were classified into replacement, omission and addition, then replacement errors were divided into formative, semantic, syntactic, expressive and strategical error. The results were as follows. These errors of deaf students were analyzed in relation to interlanguage. First, replacement errors were made the most frequently, then were followed by addition errors, omission errors. For the types of replacement error, expressive errors were made the most frequently, then were followed by semantic, syntactic and formative errors. They didn didn’’t make a strategical error. Second, deaf college students made errors in relation to their sign language(interlingual error) and the accurate use of Korean words(intralingual error). This vocabulary error analysis could assess the level of Korean words of deaf college students from the viewpoint of interlanguage. These results of error analysis suggest that it is needed to develop more effective methods of vocabulary learning for deaf students.

어휘오류, 대치, 누락, 첨가, 언어 간 오류, 언어 내 오류, vocabulary error, replacement, omission, addition, interlingual error, intralingual error

김남진 Nam Jin Kim

DOI:10.19049/JSPED.12.2.04 Vol.12(No.2) 69-89, 2011

The purpose of this study was to examine the perceived effectiveness of, and user satisfaction with the video learning and learner learner’s background variables which influenced the perceived effectiveness of, and user satisfaction with health impairment students. For the purpose, this study investigated the actual condition with 146 health impairment students who studied or have studied to video learning and analyzed this. The results were as follows. First, perceived effectiveness of, and satisfaction with video learning were positive for student with health impairment. And the score of satisfaction of interaction was higher than that of satisfaction of system. Second, self-efficacy and self-regulated learning ability were influential background variables as predictors of the perceived effectiveness with the video lecarning. Third, self-regulated learning ability was influential background variables as predictors of the user satisfaction with the video learning. Based on the results of this study, We suggested regarding the video learning for health impairment students. First, learner learner’s background variables which influenced the perceived effectiveness of, and user satisfaction must be reflected in the video learning operation. Second, We proposed an extension necessity of an attending lecture object of the video learning.

건강장애, 화상강의, 자기효능감, 자기주도학습 능력, health impairment, video learning, self-efficacy, self-regulated learning ability

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

DOI:10.19049/JSPED.12.2.05 Vol.12(No.2) 91-113, 2011

This study tried to clarify what is the difficulties of families who have deaf children with severe and multiple disabilities, and to assess what kind of supports are needed to nurture their children by in-depth interview with mothers. Through the interview, 16 sub-categories were derived from 63 concepts, and 8 major categories were derived. The practical difficulties that deaf children with severe and multiple disabilities affecting their families were as follows; difficulties to encounter experts while diagnostic process, communication difficulties of families with their children with severe and multiple disabilities, economic hardship to nurture and educate their children, suffering of depression, and guilt feelings for the siblings without disabilities. As the needed supports, they needed systematic supports for diagnosis and disability acceptance, enhancing interaction with their children, enlarging services for promoting quality of life, and social supporting systems for reinforcing family empowerment.

농중증,중복장애, 가족지원, 질적연구, severe and multiple disabilities, family support, qualitative research

박주경 Ju Koung Park , 강영심 Young Sim Kang

DOI:10.19049/JSPED.12.2.06 Vol.12(No.2) 115-139, 2011

The purpose of this study is to investigate the effects of SDLMI in inclusive social studies classrooms to academic achievement and attitude of students with and without disabilities. First results of this study, students with disabilities, social studies and social studies achievement and attitude test scores of the control group received higher scores than students with disabilities, students with disabilities in the experimental group, attention and learning skills among the factors received the highest score. Through the integration of qualitative analysis, the experimental group belongs to the class of students with disabilities, increased engagement and attention. Second, the experimental group belongs to the integration of handicapped students social studies classroom achievement and attitude toward social studies test scores than the control group of nondisabled students received higher scores. In addition, non-disabled students in the experimental group self-paced learning attitude among the highest in sub-factor scores. Thus, when viewed through the results of this study, self-determined learning model of integrated education and social studies for students with disabilities, practical teaching - learning how to be a show that could. The integrated learning model, such as self-determination in situations appropriate teaching - learning disabled students are provided with it, as well as for students without disabilities studies suggest that the positive impact has been.

통합학급 학생, 자기결정학습모형, 학업성취도, 학습태도, students with and without disabilities, social studies classrooms, self-determination learning model of instruction

김자경 Ja Jyoung Kim , 강혜진 Hye Jin Kang , 구자현 Ja Hyun Koo

DOI:10.19049/JSPED.12.2.07 Vol.12(No.2) 141-156, 2011

The purpose of this study is to compare cognitive, affective and communicative empathy level between high school students with and without hearing impairment and investigate the relationship among cognitive, affective and communicative components. The subjects of this study were 15 students with hearing impairment and 19 students without hearing impairment. Three scales of cognitive, affective and communicative empathy were used to measure the characteristic of empathy for them. The results of this study are as follows: First, there is no difference between high school students with and without hearing impairment in the cognitive empathy. Second, high school students with hearing impairment show lower level of affective empathy than high school students without hearing impairment. Third, high school students with hearing impairment show lower level of communicative empathy than high school students without hearing impairment. Forth, there are correlations between cognitive and affective empathy, cognitive and communicative empathy, affective empathy and communicative empathy among high school students with hearing impairment. However, there are on correlations between perspective-taking and fantasy, perspective- taking and communicative empathy.

청각장애, 공감, Students with Hearing Impairment, Empathy

김병하 Byung Ha Kim , 박경란 Kyung Ran Park , 곽정란 Jeong Ran Kwak

DOI:10.19049/JSPED.12.2.08 Vol.12(No.2) 157-176, 2011

This study drew following three main conclusions through discussing scholastic history of education for the hearing impaired from the 1980s to the middle of the 1990s in Korea. First, “KKoorreeaann sign language dictionary dictionary” (1982) was compiled for the first time in writing area, and it can be given by a main outcome that the ““HHaannddbbooookk of the hearing impairment impairment”(1992) (was published encompassing medical care, education, and welfare by Korean Society for the Hearing Impaired in an early stage in 1990s. Translated books such as “TToottaall communication communication”(1984) (are introduced, and it is worth paying attention to TC approach applied formally by national standard of curriculum(1989). Second, the study capacity of the individual was improved by continuously publishing doctoral dissertation in the area of education for the hearing impairment. Also the speciality of this field has begun to be placed surely by a university and a graduate school. Finally, when seeing academic tendency of education research for the hearing impairment in this time, most of researchers showed intensive interest to improving communication skills for children with hearing impairment, whereas subject matter which is an essential task in education was neglected excessively. Also, in methodology of research, researchers depended more on a descriptive analysis and a quantitative technique, but longitudinal and qualitative study was relatively weak.

청각장애교육연구, 학사적, 학위논문, study of education for the hearing impaired, scholastic history, doctoral dissertation, 學史的

오원석 Won Seok Oh

DOI:10.19049/JSPED.12.2.09 Vol.12(No.2) 177-209, 2011

The purpose of this study was to investigate the influences of the interpersonal competence of the disabled students in inclusive classrooms on their social participation. Total 253 teachers who were teaching in an inclusive class in elementary school took part in the study. The research tools employed in the study include the Scale of Interpersonal Competence by Cairns et al. and the Scale of Social Participation by Koster et al(2008). The research findings show that the interpersonal characteristics of the disabled students were related to their academic levels, external characteristics, communication skills and had important impacts on their social participation. Based on those findings, the study proposed plans for the promotion of their social participation in inclusive class according to the variables related to students with disabilities and those related to teachers teaching an inclusive class.

통합교육, 대인관계 특성, 사회적 참여, inclusive education, social participation, interpersonal competence

박진원 Jin Won Park , 신명선 Myung Sun Shin

DOI:10.19049/JSPED.12.2.10 Vol.12(No.2) 211-230, 2011

This research examines the difference in the stuttering production caused by the phoneme character aimed at the stuttering child and the adult group. For 15 persons each group, we extracted the stuttering syllables from the voluntary speaking of 600 syllables and analyzed it by classifying in the consonant and the vowel following the linguistic analysis. Firstly, in the reference to the stuttering production by the consonant and the vowel, there was a significant difference that showed more stuttering in the syllables starting with the consonant. In the result of researching the consonant by the place of articulation and manner of articulation, the place of articulation made a significant difference in the alveolar sound and the glottal sound, and the speaking method made a significant difference in the plosive sound and it was not significant between the group. When the vowel was classified by the monophthong and the diphthong, there was a significant difference between the vowel sort and group. Therefore this research result shows that the stutterers have the higher tension level in the plan and the practice of phoneme for the speaking, and have the higher production frequency of stuttering in the sound with the higher frequency of use. This research result is considered that can be used as the fundamental data for the development of the therapy data considering the phoneme character in the clinical reality of stutterers.

말더듬 성인, 말더듬 아동, 음운 특성, 자음, 모음, stuttering adult, stuttering child, phoneme character, consonant, vowel

강미현 Mi Hyun Kang , 우주영 Ju Young Woo

DOI:10.19049/JSPED.12.2.11 Vol.12(No.2) 231-258, 2011

This study is to investigate the changes in play themes of RAD kids through 142 play therapies and to reduce the primary problem, autistic spectrum. The authors measures the frequency of change based on BPTAS system and conducts the pre-and post-CARS comparative analysis of the declination in autistic spectrum. The consequences of this research provide as followings; first, for a search and skillful play theme, autistic frequently arises in the early and mid-early phases with the pattern having limited play themes and iterative content. However, the pattern rarely occurs in the final phase following the radical drop of the mid-latter part. For a family and nurturing theme, the plays related to nurturing rarely arise in the early therapy, but they do fairly appear in the final part. For a control and safety theme, the play repeatedly arises in the early phase, but it is found that its frequency is radically reduced in the latter part. For the theme of a power and attack propensity, autistic spectrum occurs shortly during the middle part, but its frequency is low. Second, the score difference between pre and post CARS turns out to be 9.5, indicating that a play therapy is effective at reducing the autistic spectrum of RAD kids. The contribution of this research is to prove that a play therapy effectively reduces the autistic spectrum of RAD kids and brings about the change in a play theme.

반응성 애착장애아동, 놀이치료, 놀이주제, 자폐적 성향, Reactive Attachment Disorder, RAD, Play Therapy, Play Theme, Autistic Spectrum

장혜원 Hye Won Jang , 정은희 Eun Hee Jeong

DOI:10.19049/JSPED.12.2.12 Vol.12(No.2) 259-286, 2011

This survey research and an experimental instruction were performed by the survey which has had encountered through the nineteen art instructors of students who have hearing impairment in special middle schools over the entire nation for researching in art educational curriculum for students who have hearing impairment, for the method of an art education. In such research, after analyzing Fisher Fisher’s exact test in surveying nineteen question papers following at the frequency and percentage, the results of the teacher teacher’s interview were the following conclusions. First, at the teacher teacher’s recognition for management of art education in special middle schools with hearing impairment, the main point of the art education is nurturing the capability of improving and creating an environment as well as the characters while developing the noble personality through cultivating an artistic sentiment and creativity by offering an opportunity of self-expression. Also, to design and improve a teaching-learning system is the teaching methods and the developing of the student experimental programs for the learning procession in a curriculum. Second, the teacher teacher’s educational managements to children who have hearing impairment for their art education are viewing of an art museum, providing them visual aids, producing a experimental programs for children who have hearing impairment in case of their deficiency of the their direct experience and connecting a guidance of teaching methods in student results assessments, writing an appreciation sentence, an artificial language and communication for an art education when teachers evaluate the hearing impairment students students’ works.

청각장애, 청각장애중학교, 미술과, hearing impairment, middle schools for the hearing impaired, art education

이재섭 Jae Seop Lee , 이재욱 Jae Wook Lee

DOI:10.19049/JSPED.12.2.13 Vol.12(No.2) 287-310, 2011

The purpose of this study was to examine effects of balanced letter teaching program on ecological vocabulary reading of students with moderate intellectual disability. The subjects for this study were 2 students with moderate intellectual disability. The balanced letter teaching program intervention was conducted for a total of 18 sessions and each session was 70 minutes. Results of this study were as the following: First, The balanced letter teaching program intervention improved the performance on ecological vocabulary word discrimination, ecological vocabulary decoding and insignificant word reading ability. Secondly, Effects of this program is maintained after 3 Weeks on ecological vocabulary word discrimination, ecological vocabulary decoding and insignificant word reading ability. Therefore, The balanced letter teaching program can be utilized as effective intervention program improving reading ability of students with moderate intellectual disability.

균형적 문해 프로그램, 중등도 지적장애, 생태적 어휘 읽기능력, balanced literacy program, moderate intellectual disability. ecological vocabulary, reading

정은 Eun Cheong

DOI:10.19049/JSPED.12.2.14 Vol.12(No.2) 311-336, 2011

This study can be considered a reflection of special education. This aims to critically reconstruct a theoretical base and an identity of special education. For this purpose, it explores the theoretical frame of special education with three categories of cognizance: universal-special(ger. das Besondere)-individual. With this the author tries to explain the dilemma between disabled students students’ needs for integration and segregated special education. As a conclusion, it can be contented that the dilemma has been resulted from a paradox of special education and that against defect-oriented thinking of disability the meaning of individual defect in process of human beings beings’ development is to be considered a social being. This study also cast a light on a new understanding of disabled students students’ problematic behaviors focusing on biological reduction of disability in a viewpoint of neuroscience.

방법론 방법론, 소외 패러다임, 손상-보완, 문제행동, 신경과학, Methodology, Isolation-Paradigm, Defect-Compensation, Problematic Behavior, Neuroscience

박미경 Mi Kyung Park , 강경숙 Kyung Sook Kang

DOI:10.19049/JSPED.12.2.15 Vol.12(No.2) 337-361, 2011

This research investigates the effects of the functional communication training through para-professional on severe challenging behaviors of three students with disabilities integrated in an ordinary middle school. The special education teacher trained the para-professional for three sessions on functional assessments and for two sessions on the methodology of the functional communication training before the assistant, with the help from the special education teacher, performed the functional assessment about the challenging behaviors of students with disabilities and implemented the intervention of functional communication on the students. The three students, who did severe challenging behaviors in various aspects in the classroom before the interventions were implemented, showed a sharp decline in problem behaviors and they were mainstreamed in the ordinary classes as well. Moreover, the lowered challenging behavior rates maintained in the duration period. The result of this research not only suggests that the intervention of functional communication through the cooperative approach between a special education teacher and a para-professional is effective in reducing challenging behaviors of students with disabilities, but it also implies the importance of the teacher-assistant cooperated approach, the necessity of training after the placement of an assistant, and the probability of the integration of students with disabilities and with severe challenging behaviors in general classes.

특수교육보조원, 기능적 의사소통훈련, 장애 중학생, 문제행동, para-professional, functional communication training, challenging behaviors, disabilities