권정민 Jung Min Kwon

DOI:10.19049/JSPED.12.3.01 Vol.12(No.3) 1-18, 2011

The purpose of this observational study was two-fold. First, we examined the differences between achievement groups’ cognitive strategies in solving a com compplex math problem in computer-based assessment (CBA). Then we investigated whether the use of strategies have changed after a constructivist instruction. The tests were administered before and after they had participated for four weeks in a video-based math anchored instruction curriculum. Students’ activity on screen while problem- solving were recorded and analyzed. Four different scaffoldin lex scaffoldingg codes for cognitive strategies were used in the analysis. The results show that, low achieving students used more procedural scaffolding than the higher achievin achievingg peers. Students used more problem relevant scaffolding post-instruction than pre-instruction. The data indicate that the cognitive strategies used by the low-achievers have become to resemble more like the high-achievers after EAI. Implications for future research and related practices are discussed.

스캐폴딩, 앵커드 교수, 수학교육, 멀티미디어, 저성취, 학습부진, scaffolding, anchored instruction, math, multimedia, low-achieving

김남진 Nam Jin Kim

DOI:10.19049/JSPED.12.3.02 Vol.12(No.3) 19-40, 2011

The purpose of this study was to analyze support actual condition and problem of Gyeong-Nam area. We executed the telephone interview to achieve the research purpose with 12 person in charges of special education assistance center in Gyeong-Nam. We shifted these courtesy call contents and analyzed that. The results are as follows: First, we show proper difference an each area every special education assistance center in a supplemtary assistive technology device and support performance is inactive. Second, there is no regulation about subjects to need necessarily about assistive technology device support. So, consequently the versus and have the problem many the officer in. Third, person in charges request new the enactment assistive technology device and alternative of a support relation regulation. Based on these results, this study proposed a regulation enactment necessity, reinforcement of teacher training.

특수교육지원센터, 보조공학, 보조공학기기 지원, special education assistance center, assistive technology, assistive technology device support

민은주 Un Ju Min , 윤병천 Byeong Cheon Yoon

DOI:10.19049/JSPED.12.3.03 Vol.12(No.3) 41-60, 2011

This study conducted depth interview targeting the 13 deaf, who graduated from or are in N university, in Chung-Cheong Areas to analyze impact that using sign language as a second language has on their self-identity formation and as a result of it, it found that using sign language has a positive impact on the deaf’s formation of the self-identity. It could examine that except 1 participant, every one has learned sign language after nineteen and their proficiency in vocabulary, their ability to self-expression and their capability to understand others are generally increasing and they came to embrace their hearing impairment positively and have attachment to deaf culture. So it could know that if systematic sign language study were implemented to the deaf in early stage, it could have positive impact on formation of identity.

제2언어, 수화, 정체성, 농문화, a second language, sign language, self-identity, deaf culture

문성옥 Seong Ok Moon , 권현수 Hyun Soo Kwon

DOI:10.19049/JSPED.12.3.04 Vol.12(No.3) 61-90, 2011

Because the number of students with disabilities who have been included in general education classrooms are increased, there are enormous needs for general education teachers’ knowledge and skills about special education. In this paper, the researcher studied about general education teachers’ perceptions about IEP and family participations in inclusive kindergarten. As a result, the researcher reported that general education teachers did not know well about IEP and showed perceptional differences depend on variables such as educational level, organization status as well as availability of special education teachers’ support. Therefore, the researcher suggested several ways to improve the quality of special education in inclusive environments: (1) there should be more systematic supports for private schools, (2) special education teachers should be placed in every inclusive school, (3) it is necessary to provide various educational opportunities for teachers as well as families, and (4) many practical ways to encourage participation of teachers and families in special education should be developed.

가족참여, 개별화교육프로그램, 일반유치원, 통합교육, 통합학급 담당교사 인식, family participation, inclusion, inclusive kindergarten, Individualized Education Program, IEP, general education teachers

송은주 Eun Ju Song , 이숙향 Suk Hyang Lee

DOI:10.19049/JSPED.12.3.05 Vol.12(No.3) 91-114, 2011

It is important that students with disabilities who are close to graduation should be instructed to prepare and to plan their career. The purpose of this study was to examine the effect of web-based mentoring career education program on career planning capacity and Self-efficacy related to Career Decision. For this purpose, 40 students with disabilities in high school special education classrooms participated in this study(20 students in experimental group, 20 students in control group). The result of this study showed that improvement in the level of career planning capacity and self-efficacy related to career decision-Making was statistically more significant in the experimental group than in the control group. Students with disabilities using Web-based career instruction was able to discover their interests, aptitude and values through self-interest test and to improve capacities regarding their career-decision making by exploring various vocations. Also, students with disabilities specified their career due to the mentoring career program, during which they worked with a specialized mentor in the field in which they are interested. The findings from this study suggested further research directions and implications to develop a career program or a transition program for students with disabilities from elementary through high schools.

장애학생, 진로교육 프로그램, 진로계획, 자기효능감, students with disabilities, career education, career plan, self-efficacy

강민채 Min Chae Kang

DOI:10.19049/JSPED.12.3.06 Vol.12(No.3) 115-147, 2011

The purpose of this study is to find out the relationships among the important variables that affect the social development of young children and analyzed a total of 360 articles of teacher and parents of young children with autistic disorder. The data were analyzed with structural equation modeling analysis by using SPSS(ver. 14.0K) and AMOS 4.0. Conclusion which is based on above mentioned debated study result follows: First, analyzing relation of social skills of children with autistic disorder and individual internal variables(grade of autism, problem behavior). Grade of autism proved it affects direct influence to social skills of children with autistic disorder. Second, analyzing relation of social skills of children with autistic disorder and environmental variables(interaction of families, mother’s affectionate breeding attitude, mother’s refusal breeding attitude, interaction with teachers). Interaction with teachers proved it affects direct influence to social skills of children with autistic disorder. Third, analyzing the relation between individual internal-environmental variables of children with autistic disorder, mother’s refusal breeding attitude approved as it affects direct influence to children’s problem behavior. Fourth, analyzing relation of social skills and individual internal-environmental variables of children with autistic disorder, grade of autism which is individual internal variables of children with autistic disorder approved as it affects direct influence to social skills of children with autistic disorder, and also it affects indirect influence to social skills of children with autistic disorder by intermediating Interaction with teachers. Interaction with teachers which is environmental variables approved as it affects direct influence to social skills of children with autistic disorder.

자폐성장애, 사회성 기술, 구조방정식모형, autistic disorder, social skills, structural equation modeling

박인수 In Su Park , 권요한 Yo Han Kwon

DOI:10.19049/JSPED.12.3.07 Vol.12(No.3) 149-181, 2011

Based upon the research outcomes and debates, the study yielded the conclusions as follows. First, the managers and teachers alike of special schools for students with hearing impairments perceive that the individualized education plan itself is a necessary constituent factor for an obligation of educating the students with hearing impairment as well as a way to establish the obligation. It can be said that the individualized education plan was created as a basis of management for administrators, a formalized plan for teachers, and a learning opportunity for students. Second, the educational curriculum of special school for students with hearing impairments is operated upon the reconstruction of a national level of educational curriculum by reflecting the current state of each school and students concerned, and in case of a class level, the individualized education plan is implemented and operated by systematizing the format in order to strengthen the links with a school level of educational curriculum and thus contribute to the education for the whole man. Individualized education support teams consist of the teams for schools and for students respectively. For the effective drafting and operation of individualized education plan, the development of various software packages easy to use in educational fields and activation of on-campus network for effective operation of individualized education plan as well as administrative and financial supports and changes in teachers’ perception are needed. In addition, a long run evaluation on individualized education plan and consistent and regular basis of individualized education support team communications may lead to ensure the internal stability of individualized education plan. Moreover, the comprehensive and structural approaches and involvements to the education for hearing impaired students by local community and relevant experts as well as teachers and parents concerned mean the quality improvement of educations for the students with hearing impairments.

개별화교육계획, 청각장애아 교육, 청각장애 특수학교, individualized education plan, Hearing Impairments, Qualitative Study

나경은 Kyong Eun Na , 서유진 You Jin Seo

DOI:10.19049/JSPED.12.3.08 Vol.12(No.3) 183-212, 2011

This study investigated the changes in skills and understandings for inclusion of a total of 104 pre-service teachers at secondary level and their perceptions on implementation competency and necessity for inclusion. In addition, based on the comparison of teachers’ perceptions on implementation competency and necessity for inclusion, this study found out the specific categories of teacher-competency which should be improved. The results of this study showed that the skills and understandings for inclusion of pre- service teachers were significantly improved. Also, mostly, their perceptions on implementation competency and necessity for inclusion were significantly improved. However, the teacher-competency level related to advanced knowledge and skills for inclusion were still relatively low. Based on these results, directions for plans and provisions of introduction to special education course were discussed.

중등예비교사, 특수교육학개론, 수행역량, pre-service teachers at secondary level, introduction to special education, teacher competency

이성용 Seong Yong Yi , 김진호 Jin Ho Kim

DOI:10.19049/JSPED.12.3.09 Vol.12(No.3) 213-237, 2011

Video modeling is one of the effective intervention strategies for addressing social-communication skills, functional skills, and behavioral functioning in children with disabilities. The purpose of this study was to meta-analysis the research literature of video modeling interventions of students with disabilities and to provide information and suggestions on video modeling interventions for future research and practices at schools. A systematic search of the literature from 2000 to 2010 revealed 16 experimental studies published in special education within South Korea. This study analyzed the 16 selected studies in terms of 7 analytical variables: participants, research settings, experimental design, target skills, type of intervention, effects of intervention, maintenance and generation. Results indicated a highly positive effect of video modeling interventions (median PND=99.5%). High maintenance (median PND=100%) and generalization effects (median PND = 100%)were also revealed in the reviewed studies. The findings of this study were described in detail based on the 7 analytic variables. The implications of the findings and recommendations for practice and future research on video modeling intervention were presented.

메타분석, 근거기반 실제, 비디오 모델링, 특수교육, meta-analysis, evidence-based practice, video modeling, video self-modeling, special education

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

DOI:10.19049/JSPED.12.3.10 Vol.12(No.3) 239-273, 2011

The purpose of this study was to develop web based response to intervention model diagnosis evaluation system for mathematics learning disabilities. This system is expected that accurate diagnosis and effective educate student with learning disabilities in educational arena. The results of this study were as follows: First, we developed the model of response to intervention to diagnosis student with learning disabilities that refer to the systematical model of web based instruction learning design. Development process of the model were analysis, design, production, and evaluation. Second, we set up web based diagnosis evaluation system for students with mathematics learning disabilities based on the response to intervention model. This web system was composed of understanding of learning disabilities, diagnosis and evaluation of learning disabilities, school based response to intervention model, diagnosis and evaluation of mathematics learning disabilities, S-RTI assist center, S-RTI demo movies.

중재반응모델, 웹기반 진단,평가시스템, 수학 학습장애, response to intervention(RTI) model, web based diagnosis, evaluation system, mathmatics learning disabilities

강창욱 Chang Wook Kang

DOI:10.19049/JSPED.12.3.11 Vol.12(No.3) 275-297, 2011

This study is derived from thought of applying the general school curriculum to the deaf student is causing serious problems to the education in not only special schools but also the entire education for deaf students. The purpose of this study is to investigate the characteristics of curriculums in 2008 and 2010 for students with hearing impairment, and to suggest reasonable alternatives. Following the curriculum for regular schools, which does not consider the nature of students with hearing impairment, causes problems in deaf schools as they ignore the general curriculum and organize their own programs in classes. Furthermore, applying the regular school curriculum to students with hearing impairment is making them difficult to find their identity for their growth and development even though it is the main reason to set an educational curriculum. Therefore, it is required to reflect elements of deaf studies to the curriculum as well as sign language. In order to find alternatives for the deaf students, regular school curriculum from 2008 and 2010 has been analyzed and investigated to be suitable for the deaf students.

청각장애, 교육과정, 농인학, 농교육, Hearing Impairment, Curriculum, Deaf Studies, Deaf Education

이미경 Mi Kyung Lee , 김주홍 Joo Hong Kim , 박재국 Jae Kook Park , 한경근 Kyoung Gun Han

DOI:10.19049/JSPED.12.3.12 Vol.12(No.3) 299-325, 2011

The study focused on presenting future directions for social studies after analyzing implementation of social studies and teacher’s perception on social studies for students with physical disabilities. For this, surveys were conducted with a total of 229 teachers, 98 elementary teachers and 131 secondary education teachers, who taught social studies for students with physical disabilities from 31 special schools of physical disabilities in Korea. They responded to a questionnaire on the implementation of social studies and theirs perception of social studies for students with physical disabilities. The results were as follows. First, students with severe disabilities accounted for over forty percent of the students with physical disabilities. The other sixty percent was composed of mild and moderate disabilities. As a result, the teachers were applying both general education curriculum and basic education curriculum. Teacher recognized teaching them about daily life habits and attitudes were most important for them to take care of their daily needs, which is the main focus of social studies. Second, teachers thought the most important objective of teaching social studies for them was to have knowledge of social situations and information literacy and problem solving skills. They also recognized that social studies’ contents needed to be included in diverse situations to help them to cope with daily life. Finally, the demands were high on the teachers for developing curricula materials for students with severe disabilities. The results and discussions were to be used as a fundamental resource for developing curricula of social studies for students with physical disabilities in the future.

지체장애, 사회과 교육과정, 운영실태, 교사인식, students with physical disabilities, social studies curriculum, current status, teacher`s perception

강보순 Bo Soon Kang

DOI:10.19049/JSPED.12.3.13 Vol.12(No.3) 327-349, 2011

The purpose of this study was to investigate the methods to improve the accessibilities of students with low vision to math-digital textbooks by analyzing the accessibilities to contents in math-digital textbooks and satisfaction of attending class utilizing math-digital textbooks. The researcher discussed the methods for improving accessibilities of students with low vision to accessibilities to contents in math-digital textbooks for math students. Although students with low vision had a hard time to access to digital textbooks, they were willing to participate in class using digital textbooks and highly satisfied with class utilizing contents. Digital textbook contents to ensure accessibility by modifications·complementary·developing will increase the efficiency learning student with low vision.

저시력학생, 디지털교과서, 콘텐츠 접근성, 활용 만족도, Students with Low Vision, Digital Textbooks, Contents Accessibilitie, Utilizing Satisfaction

박영준 Young Jun Park , 권혁용 Hyeok Yong Kwon , 이해균 Hae Gyun Lee

DOI:10.19049/JSPED.12.3.14 Vol.12(No.3) 351-377, 2011

This study was conducted to identify the effects of the inclusive intervisiting program between students attending school for the blind and the gifted secondary school students on sighted gifted secondary students’ multidimensional attitudes toward people with disabilities and the factors affecting their behavioral changes, whose concrete purpose was to investigate the gifted students’ emotional, thinking and behavioral changes about people with disabilities. The participants included 25 students with visual impairments in school for the blind and 83 gifted secondary students with no visual impairment. Pre and post test were administered to gifted students with MAS questionnaires and the results were analyzed by Paired Samples t-test and Covariance Analysis. According to research results, the inclusive intervisiting program was found to have positive effects on the gifted secondary students’ emotion, thinking, behavior and overal multidimensional attitudes towards people with disabilities. As for gifted students’ background factors, their experiences for volunteering work and education for understanding people with disabilities were main factors affecting the gifted students’ changes in multidimensional attitudes towards people with disabilities.

통합, 교류교육, 다차원적 행동척도, Inclusive, Intervisiting Program, Multidimensional Attitudes Scale(MAS)

김용욱 Yong Wook Kim , 송정희 Jung Hee Song , 김병하 Byung Ha Kim

DOI:10.19049/JSPED.12.3.15 Vol.12(No.3) 379-403, 2011

This research, carried out by M nursery for 12 years, is concerned with the application and analysis of Community-Based inclusive education as well as the examination of its implications. 2 disabled parents, 2 school teachers, 2 non disabled children and 2 local residents participated in deeply unstructured interviews with the analysis of documents also aiding the research. The questions included the application of background and context, experience, change of thought, the relationship with the local society after the event, thus encompassing a broad range of possibilities. The results of the research included the following, Firstly, the method of management by M nursery has changed from skill specific to human specific method. Secondly, although normally participated by solely non-disabled and local residents of acquaintances, now all people from Pohang will participate. Thirdly, usually the participants’ role such as that of school teacher, included improving the skill of disabled children, yet now non-disabled and local residents’ duty as teaching assistants has been emphasized, and later on, the role of guidance for teachers, role of friends for the non-disabled, the role of companion for the local residents were emphasized. The special educational undertone of the results deduced from this research shows that; first, the Inclusive Education centered on local region has effects in socializing the disabled children. Second, through participation of the non-disabled, the prospect for Inclusive Education plan has been widened. Third, it can be interpreted that accumulated experience of educational contents exposed to the outside brought on the qualitative changes between this mutual relations. For this to be executed, special education support should do more for regional education and corporation. Secondly, the education of disabled should become an area of greater interest of the locals.

지역사회중심, 통합교육, 특수교육, Community-Based, Inclusive education, special education

송찬원 Chan Won Song

DOI:10.19049/JSPED.12.3.16 Vol.12(No.3) 405-427, 2011

This study is aimed for revealing differences of Neuropsychological Working Memory characteristics of children with learning disability of mathematical. The sample consists of 20 math learning disability children, 20 normal children. ‘Rey-Kim memorial Test for children’ was employed as an investigation tool for finding memorial characteristics traits of each group in this study. This tool is comprised of Two small tests, which are ‘K-AVLT Test’, and ‘K-CFT’. This study conducted MANOVA by using SPSS 14.0 program so as to verify whether there are significant differences among each group. The following findings are derived based on this study’s results and debates. First, Among math learning disability and normal children, there are obvious differences of the capability of ‘The point of quantity’ and ‘The point of quality’ in the Two small tests. Second, there are meaningful differences of the capability of memorial quotient(MQ). Third, there are also different between the simple and the complex Working Memory. Therefore, this study indicated math learning disability showed lower working momerial ability than normal children, and math learning disability requires distinguished working memorial vitallization teaching and mediating method.

수학학습장애아, 단순작업기억, 복합작업기억, 작업기억, mathematical disordered children, simple working memory, complex working memory, working memory

김동일 Dong Il Kim , 손지영 Ji Young Son , 김정호 Jeong Ho Kim

DOI:10.19049/JSPED.12.3.17 Vol.12(No.3) 429-450, 2011

The purpose of the study is to develop and evaluate an e-learning program for college students with disabilities in the math area. An e-learning module of teaching calculus was developed according to design strategies for students with disabilities. Then, five college students with disabilities (vision, hearing, and mobility disability) evaluated the usability of the e- learning program. The e-learning contents were consisted of learning materials in a variety of formulation, graph, and media to support students with disabilities. The results of the study showed that the practical strategies of e-learning development are digitalizing formulas using MathML, providing alternative text, controling various functions, synchronized captions, and usable interfaces. Additionally, through the results of usability testing a number of solutions to improve the e-learning program were suggested as follows: concisely representing of formulation and graph, multiple controls of size and pace, smooth linkage between voice and captions, alt-text descriptions of most image files, and simple user interface design.

장애학생, 고등교육, e-러닝, 수학 미적분, college students with disabilities, e-learning, calculus, math

우병호 Byeong Ho Yoo , 황영식 Young Sig Hwang , 최성욱 Seong Ook Choi

DOI:10.19049/JSPED.12.3.18 Vol.12(No.3) 451-474, 2011

The study is to find out effects of teaching and learning program through play-based activities in order to improve arithmetic capacity of production of children with mathematic learning disability. The subjects of this study selected two children with mathematic learning disability attending J elementary school, in busan city. Their intelligence quotient appeared 85-95 by KEDI-WISC, showed two year delay at capacity of addition, subtraction. The duration of intervention was 10 weeks, twice a week, after activities, formation appraise was practiced once a week to investigate capacity of addition and subtraction and in post-test step, once a week, during five weeks. The findings showed that during intervention steps than pre-steps, capacity of addition and subtraction of children with mathematic learning disability improved, in post-steps than pre-steps, capacity of addition and subtraction improved. The conclusions of this study are as follows; learning through play-based activities have an positive effects on capacity of addition and subtraction of children with mathematic learning disability. The suggestions based conclusions of the study are as follows; There are many limitation in generalization to all children with mathematic learning disability because of the subjects of the study two children mathematic learning disability. So future study should be implemented to verify the effects of application to many children with mathematic learning disability.

놀이중심 교수-학습 프로그램, 수학학습장애아동, 연산능력, Teaching and learning program through play-based activities, Children with mathematic learning disability, Arithmetic capacity

김태강 Tae Gang Kim , 정은희 Eun Hee Jeong , 박윤 Youn Park

DOI:10.19049/JSPED.12.3.19 Vol.12(No.3) 475-506, 2011

The purpose of this study was to analyze the trends of reading fluency-related experimental studies in Korea for 10 years and how they met the qualitative standards of scientific research. For literature analysis, literatures were searched and collected by domestic digital DB. For an analysis framework, single-subject design studies referred to Horner et al., (2005)’s quality indicators and Lee SH et al., (2005) and group experimental studies used Heo YS et al., (2010) who reconstructed Gersten et al., (2005)’s quality indicators. The results of this study were as follows: first, a total of 21 domestic reading fluency-related experimental studies were examined with 12 of single-subject design studies and 9 of group experimental studies and most of them were for elementary students. Since independent factors of all experimental studies but two used different intervention, it was difficult to suggest what intervention strategy was the most effective. Second, while the single-subject design studies was relatively high in qualitative indicators satisfaction, independent factor fidelity, inter-observer agreement, reliability, and replicable baseline description was limited. Finally, most group experimental studies did not meet a qualitative indicators. In particular, information on subjects, intervention fidelity, comparison group, intervention performer, and instrument validity was not sufficient. These results will contribute to providing the standards for selecting evidence-based instruction by helping improve elements which should be considered in further experimental studies.

읽기 유창성, 질적 지표, 실험연구, reading fluency, quality indicators, experimental study

이미숙 Mi Suk Lee , 송기호 Gi Ho Song

DOI:10.19049/JSPED.12.3.20 Vol.12(No.3) 507-534, 2011

The purpose of the study was to understand the current status of the special school libraries and the perception of the teachers on the management of the libraries. The study included 6 special education teachers in charge of the school library, and they participated on the qualitative interviews. As the results of the study, first, the findings were about the current management status of the library in special schools including the operating hours of the library, the users of the library, the ways to select books to be purchased, the assistants of the library, the ways to check out and to return books, and the library programs. Second, the findings were about the perception of the teachers regarding the management of the library including the small number of students using library, the perception of the administrator on the library, the library used as different purposes, too much workload due to the absence of assistants. Third, the teachers suggested the ways of improving the environment of the library, for example, the support for teaching classes, the support of the library personnel, the support for the change of the library environment, and the support of the in-service training for the library management.

특수학교, 학교도서관, 도서관 담당교사, special school, school library, library teacher

허민정 Min Jung Heo , 안성우 Seong Woo Ahn

DOI:10.19049/JSPED.12.3.21 Vol.12(No.3) 535-559, 2011

This study aims to investigate the level and developmental patterns of phonological memory for students with cochlear implants compared with those of chronological-age matched- and reading-age matched normal hearing students, and explore the role of phonological memory on language and reading development through analyzing the relationships of phonological memory, language, and reading for these students. For these purpose, syllable repetition test, sentence comprehension test, and reading comprehension test were performed for 38 higher-grade elementary school students with CIs, 48 chronological-age matched normal hearing students, and 44 reading-age matched normal hearing students. Results indicated that phonological memory skills of students with CIs were lower than those of CA matched-and RA matched normal hearing students regardless of conditions of the test, and their phonological memory skills didn’t develop with grade. Also, phonological memory of students with CIs was related with language and reading abilities similar to reading-age matched normal hearing students, but language had higher relationships with reading than phonological memory.

인공와우, 음운기억, 언어, 읽기, cochlear implants, phonological memory, language, reading

백상수 Sang Su Baek

DOI:10.19049/JSPED.12.3.22 Vol.12(No.3) 561-586, 2011

This study examined the perception of early childhood special education pre-service teachers(ECSEPST) regarding R-learning. Concern Based Adoption Model(CBAM) instrument of Hall and Hord (2001) was used to survey 626 undergraduate students (73 males and 553 females) of 7 universities. The results indicated that the ECSEPST respondents’ level of use(LoU) was non-user pattern. Despite statistically significant difference between characteristics of the respondents, the non-user patterns were similar. In few variables, LoU of the respondents were slightly different. Based on CBAM model analysis, the limitations of the present study and directions for future research are suggested. Implications for R-learning practice, teacher preparation programs, and practitioners also are discussed.

R-러닝, 관심중심수용모형, 관심단계, R-learning, concerns-based adoption model, CBAM, stage of concern, SoC

조은미 Eun Mi Cho , 변찬석 Chan Suk Byun , 최나리 Na Ri Choi

DOI:10.19049/JSPED.12.3.23 Vol.12(No.3) 587-611, 2011

The significant gap in the prevalence of Learning Disabilities(LD) in South Korea and the United States caused us to raise the inquiry of the cause. The inquiry led us to compare education laws, do literature reviews on LD evaluations and education, and check statistics related to the LD population between two countries. This paper critically compared the process of identification and educational practices for students with LD in two countries. The comparison focused on the current status of researching and implementing the RTI(Response To Intervention) model as one of LD evaluation methods. It also explained how the state of Florida in the United States did its infrastructure reform of the education system to implement the RTI model successfully. Then later part of this paper, we made suggestions from the findings that we gathered from the comparisons to the Korean special education field with a hope that they would be helpful in developing Korean RTI model.

학습장애 판별, 학습장애 교육, 학습장애법, 중재반응모델, 한국과 미국, LD identification, special education, education laws, South Korea and the Unite States, RTI model

김애화 Ae Hwa Kim , 김의정 Ui Jung Kim , 표소래 So Rae Pyo

DOI:10.19049/JSPED.12.3.24 Vol.12(No.3) 613-638, 2011

The purpose of this study was to examine the effect of scripted, synthetic phonics instruction program on word identification of children with reading disabilities who have problems with decoding Korean words. The participants were three 1st and 2nd grade children with reading disabilities who were enrolled in a public elementary school in Gyonggi-do. The multiple baseline probe design across behaviors was repeatedly employed across three participants. According to the results, all three participants’ word identification average scores significantly increased upon the implementation of the intervention. Furthermore, the word identification average scores during the maintenance were close to those of the intervention phase. These findings provided evidence that the scripted, synthetic phonics instruction program was an effective intervention to teach decoding Korean words which is a language with shallow orthography. The results also suggested that the scripted, synthetic phonics instruction program can be useful when teaching children with reading disabilities who have problems with decoding Korean words in educational contexts.

학습장애, 읽기장애, 한글 해득, 한글 교수, 단어인지, 음독, 파닉스 교수, learning disabilities, reading disabilities, decoding Korean language, Korean language instruction, word identification, decoding, phonics instruction

김보경

DOI:10.19049/JSPED.12.3.25 Vol.12(No.3) 639-658, 2011