서효정 Hyo Jeong Seo , Michael L. Wehmeyer , Susan B. Palmer , Jane H. Soukup , Kendra Williams Diehm , Karrie Shogren

DOI:10.19049/JSPED.13.2.01 Vol.13(No.2) 1-22, 2012

Self-determination for students with disabilities has gained increased attention in special education since the early 1990s. During this time, research has documented theoretical frameworks to provide a solid understanding of self-determination. Des Desppite different theoretical frameworks to consolidate the underlying construct of self-determination, each framework has common traits: the individual characteristics and environmental factors. This study examined individual characteristics (i.e., primary rimary disability and gender) and environmental characteristics (i.e., educational setting) to identify the impact on the levels of students’ self-determination. Results indicate that only disability categories have a significant impact on students’ relative levels of self-determination. Implications and future directions for research and are discussed.

장애학생, 자기결정, 개인적 요소, 환경적 요소, Students with disabilities, Self-determination, Individual factor, Environmental factor

정은 Eun Cheong

DOI:10.19049/JSPED.13.2.02 Vol.13(No.2) 23-43, 2012

The lack of social skills of disabled students has been considered as the major obstacle to the inclusive education. It should be noted that, however, the lack of social skills of non-disabled students, mainly resulted from the overprotection of their parents, is also a great hindrance to successful inclusion. In this context, using attachment theory, this study tries to determine the negative effects of overprotective parenting on children’s exploratory behavior, and suggest an alternative parenting for the effective inclusive education. It also shows that with secure attachment the children could enjoy greater exploration, which enhanced their interpersonal competence and that parents’ overprotection could suppress the development of exploratory behavior. As a conclusion, it suggests the need for the parent education both in individual and community level to promote the exploration ability of non-disabled students as well as disabled students. In this way, inclusive education can be achieved more effectively.

과보호 양육, 통합교육, 애착발달, 애착행동, 탐색행동, Attachment Development, Overprotective Parenting, Attachment Behavior, Exploratory Behavior

김혜원 Hye Won Kim , 이혜숙 Hye Suk Lee

DOI:10.19049/JSPED.13.2.03 Vol.13(No.2) 45-64, 2012

This study is to clarify the effect of cartoon character play activities through functional assessment on the maladaptive behavior of young children with developmental delay. This research was carried out on three young children with developmental delay who are showing external and internal maladaptive behavior. On a certain kinds of behavior, functional assessment was conducted. Maladaptive behavior function was figured out as material reward factors and sense factors. Cartoon character play activities program through functional assessment were planned based on the result. In order to prove the effectiveness of this research, three phases such as baseline, intervention, and follow-up were conducted using multiple baseline across subjects. As a result of this, It was turned out that cartoon character play activities through functional assessment has a significant influence on reducing maladaptive behavior of young children A, B, C with developmental delay. This study was very important in terms of applying cartoon character play activities specifically to maladaptive behavior intervention of young children with developmental delay and is expected to be helpful for teachers of the integrated classroom to mediate maladaptive behavior.

기능평가, 만화캐릭터 놀이활동, 부적응 행동, Functional assessment, Cartoon character play activities, Maladaptive behavior

이안나 An Na Lee , 김은경 Eun Kyung Kim

DOI:10.19049/JSPED.13.2.04 Vol.13(No.2) 65-93, 2012

The purpose of this study was to investigate the effects of social story intervention on challenging behaviors and alternative behaviors of the elementary student with high-functioning autism. The subject was one elementary student with high-functioning autism. Using a multiple baseline design across behaviors design, social stories intervention was implemented and direct observation of the target behaviors were collected. Maintenance data was also collected. The results of this study was as follows: First, the social story intervention was effective to decrease the challenging behaviors of the subject. Second, the intervention was effective to increase the alternative behaviors of the subject. Third, the effect of intervention was maintained after withdrawal of intervention. Based on the results of these, discussion and implications for future research were provided.

상황이야기, 고기능 자폐성 장애, 문제행동, 대체행동, social story, high-functioning autism, challenging behavior, alternative behavior

박희정 Hee Jung Park , 신혜정 Hye Jung Shin

DOI:10.19049/JSPED.13.2.05 Vol.13(No.2) 95-109, 2012

The place assimilation of Korean is not a obligatory but optional phenomenon. However, the optionality of phonological phenomena occur frequently in Korean fast speech rate. The purpose of this paper was to investigate aspects of the Korean place assimilation for children with articulation and phonological problems. The Korean place assimilation was perceptually evaluated by a speech-language pathologist using questionnaire survey. The results of this study were as follows: First, coronal sound /n/ is disposed to undergo assimilation, but labial sound /m/ is not. Second, According to the place of articulation of a trigger, plain stop was preferred to aspirated stop and tensed stop. Also, the Velarization of coronal in the place of articulation of a trigger was only significant in this study. Finally The between high frequency words and low frequency words was statistically significant in this study.

조음위치동화, 연구개음화, 양순음화, 어휘빈도, place assimilation, velarization, labialization, word frequency

이주영 Joo Young Lee , 손승현 Seung Hyun Son

DOI:10.19049/JSPED.13.2.06 Vol.13(No.2) 111-140, 2012

This research reviewed 40 intervention research studies in social studies for students with learning disabilities or difficulties. We classified the studies by the knowledge system, which are factual, conceptual, and procedural knowledge. As a result, the interventions for building factual knowledge were identified as computer-assisted instruction, guided notes, and mnemonic strategy instruction. For conceptual knowledge, there were graphic organizer, organizing contents, and debate. Lastly, in order to build students’ procedural knowledge, there were cognitive strategy instruction and investigative learning, and cognitive strategies included general literacy strategies and domain-specific strategies. The concept, rationale, instructional principles and procedures of each intervention were described, based on analysis of the 40 articles. The ways to improve and balance these three types of knowledge across all subject areas in social studies were discussed. Also, suggestions for further research were discussed in the aspects of the trends of interventions across three knowledge areas and research methodology.

학습장애, 학습부진, 사회중재, 사회과 지식 분류, Learning disabilities, Learning difficulties, social studies, knowledge domains

김영준 Young Jun Kim , 강경숙 Kyung Sook Kang , 김주영 Joo Young Kim

DOI:10.19049/JSPED.13.2.07 Vol.13(No.2) 141-172, 2012

This study designed an integral approach to transition education program and subject matters of special education basic curriculum, as a means to improve actual outcomes of adult independent living adaptation ability and special education of students with intellectual disabilities. In this study, life needs included in the IEP data of students with intellectual disabilities were comprehensively analyzed in the order of life domain, sub domain and specific task skills according to the life-centered career education model of Brolin(1993), a transition assessment tool, and selected restaurant skill as the topic of the course. Also in order to set learning goals on the course topic, content elements in each domain and level of social subject in special education basic curriculum, closely related to specific task skills analyzed by the model of Brolin(1993) mentioned earlier, were extracted and supplemented according to the context of course topic. Thereupon in this study, search of restaurants, ordering of food and dining skill were selected as learning goals on the course topic. In addition, this study designed practically applicable teaching methods and assessment of course topic and learning goals, which had been selected based on the transition education program by Kim, Young-Jun and Kim, Jin-Ho(2010). That is, ecological analysis on the community in which the course topic and learning goals were being carried out was conducted with task analysis on each learning goal on the course topic. Various teaching and learning strategies were configured with process-focused performance assessment methods at the level of integral intervention package. Furthermore in an attempt to functionally intensify and develop the selected course topic and learning goals, follow-up extension activities were devised through intra -subject and inter-subject integration.

전환교육프로그램, 특수교육과정 교과교육, 사회교과, 지적장애, transition education program, subject matters of special education basic curriculum, social subject, intellectual disabilities

김경일 Gyeong Il Kim , 임은영 Eun Young Lim

DOI:10.19049/JSPED.13.2.08 Vol.13(No.2) 173-198, 2012

As a means to bring forth a successful social integration, educational materials for understanding disability are regarded to play an important role in correcting non-disabled students’ negative or undesirable perception about disabilities and changing negative or incorrect perception of disabilities to a more desirable perception. Accordingly, this study, analyzed on the 12 ‘Understanding Disabilities’ videos uploaded on the Understanding Disabilities web site of the National Institute for Special Education. The objectives of this study were to analyze the basic information of the educational videos for understanding disabilities that were produced for integrated education as well as the characters, conflicts and storyline of the videos and the perception of disabled students. Based on the results, the content of the videos was analyzed to provide teachers with information on the videos and to propose a direction for the future production of educational videos for understanding disabilities.

장애이해, 장애이해교육용 영상물, Understanding disabilities, educational videos for understanding disabilities

권현수 Hyun Soo Kwon

DOI:10.19049/JSPED.13.2.09 Vol.13(No.2) 199-223, 2012

The purpose of this study was to identify the perceptions of secondary general education teachers about teaching and instructional adaptations in inclusive classrooms. For that purpose, 228 secondary general education teachers who works in inclusive schools in Seoul were surveyed. As a result, the participants reported that (1) the inclusion was necessary but it was difficult to put in practice, (2) it was important to understand the disabilities to teach students with disabilities in classrooms, (3) it was difficult to manage behavior and provide instructional adaptations in classrooms, (4) the instructional adaptations were necessary in secondary inclusive classrooms but it was difficult to practice, (5) the instructional adaptations in environment were more necessary and possible than in contents area, and (6) there were statistically differences between middle school teachers’ perceptions and high school teachers’ about instructional adaptations. Therefore, the researcher suggested that there should be more systematic supports for secondary inclusive education as well as it was necessary to develop the appropriate support systems for inclusion in middle schools and high schools respectively.

교수적 수정, 중등교육, 통합교육, 통합학급, inclusion, inclusive classroom, instructional adaptation, secondary education

심우정 Woo Jung Shim

DOI:10.19049/JSPED.13.2.10 Vol.13(No.2) 225-244, 2012

The purpose of this study was to examine the influence of the special education teacher’ empowerment on teacher commitment. In this study, teacher efficacy was set up as mediate variable. Data was collected from Seoul, Keongki, Keongnam, and Jeonbuk province. A total of 180 special education teachers participated in this study. Finfing of the study are as follows: Firstly, special education teacher’s empowerment have influence on teacher’s commitment. Especially, meaning and competence factor has powerful effect on special education teacher’s commitment. Secondly, special education teacher’ empowerment has influence on teacher efficacy. This fact explain that special education teacher’s empowerment is powerful resource of teacher efficacy. Thirdly, special education teacher’s efficacy mediate the relationship between special education teacher’s empowerment and teacher commitment. Teacher efficacy has synersy effect on special education teacher’ commitment. So I propose that school leader enable special education teacher to reinforce special education teacher’ empowerment and their teacher efficacy.

특수교사 임파워먼트, 교사효능감, 특수교사 교직헌신, special education teacher` empowerment, teacher commitment, teacher efficacy

배은정 Eun Jeong Bae , 김자경 Ja Kyoung Kim

DOI:10.19049/JSPED.13.2.11 Vol.13(No.2) 245-265, 2012

This study examined the levels of job stress, social support and job satisfaction of special education assistants in general schools and special education schools located in P City and analyzed the relationships among them. A survey was conducted with 170 special education assistants in general schools and special education schools and 134 special education assistants were included in this study. The subjects were classified with background variables such as marriage status, types of schools, school levels, years of teaching, number of students in charge. The findings of this research are as follows. First, there was no significant group difference regarding of individual background variables on the level of job stress except marriage status in the sub-area of stress symptoms and types of schools in the sub-areas of stress symptoms and job itself. Second, significant group differences were found regarding of individual variables on the levels of social support in every sub-area and total scores. Third, significant group differences were found regarding of school types and number of students in charge. Fourth, there was a negative correlation between job stress and social support, a positive correlation between social support and job satisfaction, and a negative correlation between job stress and job satisfaction.

특수교육보조원, 직무스트레스, 사회적지지, 직무 만족도, job stress, social support, job satisfaction, special education assistant

최미영 Mi Young Choi , 신현기 Hyun Ki Shin

DOI:10.19049/JSPED.13.2.12 Vol.13(No.2) 267-289, 2012

This study investigated the research synthesis and trend in science education for students with disabilities in Korea. The results of this study were as follows. First, there was 51 researches in science education for students with disabilities so far. Second, there was many researches for students with disabilities and special education teachers but teachers in inclusive classroom. And gender differences were not considered as a major variable for students. Third, there was no researches for preschoolers. And most researches were studied for part types of disabilities. Fourth, the researches used quantitative research methods like survey research were much more than that used qualitative research methods. Fifth, the largest research was about contexts, characteristics and interactions in science learning, curriculum and science teaching to research topics(contents). Then implications and directions for further research based on analysis results were proposed.

장애학생, 과학교육, 연구 동향, 문헌 분석, students with disabilities, science education, research trend, research synthesis