김영준 Young Jun Kim , 강경숙 Kyung Sook Kang

DOI:10.19049/JSPED.13.3.01 Vol.13(No.3) 1-36, 2012

A transition education is becoming a life-cycle education that supplements a teaching method for each field (society, job, housing life, and etc) required for the future plan for an adult life of students with intellectual disabilities, and promotes it to integratively and associatively apply on each school stage of intellectual disabilities. The purpose of this study is to adopt the arbitration program and method of previous research, Kim Youngjun, Kang Gyeongsook, and Kim Jooyoung (2012) that integratively designed a transition education program and special education social studies and apply it on one middle school student with intellectual disabilities in order to find its effects. The subordinate assignment skills of restaurant use skills, which is the dependent variable applied in this study, are finding a restaurant, ordering food, and eating skill. The multiple baseline probe design across behaviors was used for the study design. The professor applied in this study mutually performed local community intervention and class intervention, and methods and tools such as reaction facilitation, visual clue, token reinforcement, self monitoring, roleplaying, video modeling, food order menu, and restaurant map were applied at the level of integrated package of multiple factors. Restaurant search skill, food ordering skill, and eating skill of the target student have increase and the acquired skills were maintained even after intervention. It is also effective in generalization measurement about three objective skills. The results of this study can be used as basic data to prove effectiveness of mutual integration types of various curriculums of a special education.

특수교육과정, 교과교육, 사회교과, 전환교육프로그램, 식당이용기술, 지적장애, special education curriculum, subject matters education, social studies, transition education program, restaurant use skills, intellectual disabilities

강민채 Min Chae Kang

DOI:10.19049/JSPED.13.3.02 Vol.13(No.3) 37-57, 2012

The study would aim at leading to suggestion of Future direction of Research through the analysis of the researches trend used role playing model for children with special needs. It was that analyzed 36 studies based on selection criteria in theses and dissertations in 1997 to 2011. The Result of study is following. First, General characteristics of study are that the part of disability as the object of research is mostly mental weakness, the number of subject is less than 5 and is majority of Elementary school students, and The places are educational institutions where the objects of arbitration belong to. Second, Design methods in its characteristics are used the most single group pre to post design. Most are communications, linguistic abilities and social skills as dependent variables. Arbitration term is 11 to 20 times and It was conducted in 30 up to 40 minutes. The result of arbitration indicates the improvement of dependent variables in all of analysis studies. based on the analysis outcome, It suggests that apply to children with special needs in studies and fields used arbitration with role playing for discussion.

특수교육대상 아동, 역할놀이, 분석, analysis, role play, children with special needs

곽미영 Mi Yeong Kwak , 권도하 Do Ha Kwon

DOI:10.19049/JSPED.13.3.03 Vol.13(No.3) 59-77, 2012

The purpose of this study was to characterize omission of subject in Korean narrative and to investigate clause length and density between ages. The participants were 50 Korean children in 5;6 ~ 5;11, 6;6 ~ 6;11, 7;6 ~ 7;11, 8;6 ~ 8;11, 9;6 ~ 9;11 years. The children listened to ‘frog, where are you?’(Mayer, 1969), and were asked to recall the story. The samples were classified in clauses which includes omitted subject. As a result, rates of omission or presence of subject were similar within ages and between ages. There was no significant difference in the production expression of types of subjects, but ‘subject presence(not omitted)’ and ‘subject omission (be omitted)’ types were the most common. ‘Subject presence(replacement)’ type was not appear after 8 years. Appropriate and inappropriate rates of subject expression revealed significant difference between ages. Appropriate uses of subject were increased after late of 6 years. In analysis of Mean length of T-unit or C-unit(MLTR) and clause density were increased slowly, and clause length was significant difference with ages. We could suggest that the conclusion aided clinicians to analysis of syntax of Korean children.

주어 생략, 주어 표현, 절 길이, 절 복잡성, 구문 발달, subject omission, subject expression, clause density, syntax development

김대룡 Dae Ryong Kim

DOI:10.19049/JSPED.13.3.04 Vol.13(No.3) 79-104, 2012

The purpose of this study was to investigate the correlation between career attitudes and self-determination skills, social interpersonal skills, sociability skills for college students with developmental disabilities from cultural English class based on internal factors of vocational adaptation. The participants of the current study were 23 college students with developmental disabilities in N university, who consisted of 10 students in non-inclusive environment and 13 students in inclusive environment. It was employed to analyze the correlation and the descriptive analysis through SPSS(VER.12) after the educational activity program. The finding of this study is as follows. First, The correlation (r=.903) between career attitude and self-determination skills was statistically more significant. Second, The correlation (r=.602) between career attitude and sociability skills was also statistically significant. Third, The correlation (r =.201) between career attitude and social interpersonal skills was statistically not significant. The findings further suggest that comprehensive and systematic educational activity for facilitating career attitudes had better focus self-determination skills and sociability skills.

발달장애 대학생, 진로태도, 자기결정기술, 사회성기술, 대인관계기술, developmental disabilities, career attitudes, sociability skills. selfdetermination skills, social interpersonal skills

김유리 Yu Ri Kim

DOI:10.19049/JSPED.13.3.05 Vol.13(No.3) 105-124, 2012

Sexual abuse of female students with disabilities is a serious problem. The purpose of the present study was to review research on sexual abuse prevention programs for this population and to suggest directions for the development of such programs and future research. A total of 14 articles were selected and analyzed in terms of participants, research designs, content, instructional methods, outcome evaluation, and key findings. Results indicated that most sexual abuse prevention programs were developed for female adolescents and adults with intellectual disabilities. Secondly, this study showed that there were some limitations regarding research designs. Thirdly, sexual abuse prevention programs included teaching about body ownerships, body parts, and self-protection skills. However, there appeared that the programs often covered teaching some of the concepts and skills. Fourthly, lecture and role-plays were the primary instructional methods employed in the programs. Fifthly, existing studies often relied on verbal reports rather than role-play and in-situ assessment to evaluate the effects of the programs. Finally, the programs were generally effective, but there was minimal data regarding the long-term maintenance and generalization of the skills. Based on the findings of this study, suggestions for practice and future research were discussed.

성폭력 예방 교육 프로그램, 성교육, 장애 여학생, 성폭력, sexual abuse prevention program, sex education, female students with disabilities, sexual abuse

박경옥 Kyoung Ock Park , 서선진 Seon Jin Seo

DOI:10.19049/JSPED.13.3.06 Vol.13(No.3) 125-153, 2012

The purpose of this study was to analyze special education pre-service teachers’ perceptions and enactment of instructional design activities during their teaching practicum by their majors and previous experience of developing lesson plans. Three hundreds and sixty pre-service teachers from 11 universities nationwide answered the survey on instructional design activities from Dick & Carey model right after finishing their teaching practicum. The results are as follows: special education pre-service teachers did not enact instructional design activities enough to satisfy what they actually perceived instructional design activities as importantly in teaching students with disabilities. Pre-service teachers developed their instructional planning differently by their majors (that is, early childhood, elementary, and secondary special education major). It was also reported that they had trouble with instructional design in terms of developing learning objectives, planning instructional activities, developing instructional materials, implementing instructional adaptation, engaging instructional evaluation, and using reflection. The discussions and implications for instructional design and teacher education in special education were provided.

Dick & Carry 수업모형, 특수교육, 수업설계, 교육실습, 실천 정도, Dick & Carry model of instructional design, special education pre-service teachers, teaching practicum, teacher recognition

박동진 Dong Jin Park , 최종혁 Jong Hyug Choi , 이준우 Jun Woo Lee

DOI:10.19049/JSPED.13.3.07 Vol.13(No.3) 155-183, 2012

This study is to understand the meaning of the experience for Deaf identity formation process of Deaf youths. For this, it is collected the resources through participation observation and in-depth interview, and used the phenomenological study method in analysis process. The Deaf identity formation process of Deaf youths displayed to experience of ‘I’ before masked, ‘I’ masked, ‘Agony’ of mask, acknowledgement of ‘Mask,’ removable try of ‘Mask,’‘Confusion’ in the process of removing the mask, ‘Secure’ in the midst of the confusion, ‘Hope’ for the future. The Deaf identity formation of Deaf youths was not finished, but it is processed. The better process of the Deaf identity which the Deaf youth could be gaining the positive attitude toward ‘I’.

청각장애 청소년, 농 정체성, 현상학적 연구, Deaf Youth, Deaf Identity, Phenomenological Study

신현기 Hyun Ki Shin

DOI:10.19049/JSPED.13.3.08 Vol.13(No.3) 185-208, 2012

The purpose of this study was to investigate the students’ friendship expectations(FE) toward peers without disability and those with disabilities (visual and hearing impairments, intellectual disability) and to explore the grade and gender influence. For this purpose, the author collected data from 956 students across 5 schools. The data were collected by the Korean Friendship Expectation Scale. The results were the followings. First, the level of FE of the students toward peers without disability was significantly higher than those toward peers with disabilities. Also, there were significant differences of the FE scores according to the type of disability. Secondly, the lowest grade students rated the highest score toward peers without disability and the highest grade students rated the highest score toward peers with disabilities. Thirdly, the lowest grade students rated higher scores on Intimacy and Morality area but the highest grade students rated higher scores on Ability/Similarity area. Fourthly, Intimacy area score was the highest when rating toward peers without disability, but Morality area score was the highest when rating toward peers with disabilities. Fifthly, there was grade influence on the total scores of FE toward peer with and without disabilities. and gender influence on Intimacy area. Finally, the author provided several suggestions for future research.

교우기대감, 친구관계, 통합환경, 지적장애, 청각장애, 시각장애, friendship expectation, Inclusive setting, intellectual disability, hearing impairment, visual impairment

선혜영 Hye Yeong Seon , 이승희 Seung Hee Lee

DOI:10.19049/JSPED.13.3.09 Vol.13(No.3) 209-242, 2012

This study aimed to analyze disability-related contents in middle-school Korean language textbooks under the revised national curriculum 2007 and to examine whether there are any differences in the disability-related contents among grades and publishers. To do this, 144 textbooks published by 12 publishers were selected and were analyzed through the use of an analysis sheet which consisted of 7 analysis criteria(text type, learning form, type of disability, cause of disability, disability-related topic, relative importance of disabled person, perception on disabled person). Based on the data collected through the analysis sheets, frequencies and case-percentages were calculated for the whole, each grade, and each publisher. The results which were revealed by the calculated frequencies and case-percentages were presented as follows: disability-related contents according to 7 analysis criteria, differences in the disability-related contents among grades for each criterion, and differences in the disability-related contents among publishers for each criterion. Finally, the conclusions of this study were presented along with the points that should be considered in future textbooks and some suggestions were also presented for future related research and tasks.

2007 개정 교육과정, 중학교, 국어교과서, 장애관련내용, revised national curriculum 2007, middle-schools, Korean language textbooks, disability-related contents

홍사훈 Saa Hoon Hong , 류지훈 Ji Hoon Ryoo

DOI:10.19049/JSPED.13.3.10 Vol.13(No.3) 243-267, 2012

This study examined the effects of SW-PBIS on special education student achievement by using propensity score matching. Propensity score matching methods allowed to identify a matched sample whose control group has similar characteristics as its experimental group. SW-PBIS schools and their matched samples were compared within model selection procedures using model fit index. The result indicated that special education student achievement growth in math was not associated with SW-PBIS while their growth in reading was associated with SW-PBIS. For Korean education, SW-PBIS could be introduced to support Korean character eduction and democratic civil education. Implication for Korean-version SW-PBIS application was also discussed.

특수교육, 학업 성취도, SW-PBIS, Special Education, Academic Achievement

나경은 Kyong Eun Na

DOI:10.19049/JSPED.13.3.11 Vol.13(No.3) 269-289, 2012

This study was conducted to propose pre-service special education teachers’ student teaching experience type based through investigation on changes in process of 14 pre-service special education teachers’ student teaching practice using grounded theory by Strauss and Corbin(1998). As a result, 107 concepts, 31 sub-categories, and 11 categories were showed. The core category was ‘taking concrete shape of self-realization through reestablishment of perspectives on teaching profession’. As a result of process analysis on pre-service special education teachers’ teaching practicum experiences, ‘exploring stage’, ‘accepting stage’, ‘accommodating stage’, and ‘establishing stage’ were drawn. In addition, as a grounded theory for ‘pre-service special education teachers’ student teaching practice experiences’, 4 types such as, ‘communication type’, ‘reflection type’, ‘conflict type’, and ‘desire type’ were analyzed. Suggestions for future research were provided with discussion based on results.

예비특수교사, 교육실습, 근거이론, pre-service special education teacher, student teaching, grounded theory

우정한 Jeong Han Woo

DOI:10.19049/JSPED.13.3.12 Vol.13(No.3) 291-312, 2012

The reading is complex activity constructing meanings, so various knowledge and skills are needed for successful reading. The purposes of this study were as follows: First, to compare reading abilities characteristics between students with reading disabilities and general students. Second, to know about the correlation of reading ability variables of students with reading disabilities and general students. Third, to know about the influence of variables on reading comprehension. For this study, 56 elementary school students(28 students with reading disabilities and 28 general students) were employed and tested by Reading Diagnosis Test. The data analysis method were two-way ANOVA, correlation analysis and multiple regression analysis. The results of this study were as follows. First, the performance of students with reading disabilities was lower than general students in word recognition, reading fluency, reading comprehension and listening comprehension. Second, the ability of reading comprehension had high correlation to listening comprehension, reading fluency and word recognition. Third, the influenceable variables for reading comprehension were listening comprehension, reading fluency and word recognition. Based on this results, some suggestions were provided for teaching students with reading disabilities.

읽기장애학생, 읽기능력특성, 읽기변인, students with reading disabilities, reading ability characteristics, reading variables

김교연 Kyo Yeon Kim

DOI:10.19049/JSPED.13.3.13 Vol.13(No.3) 313-341, 2012

This study explored how mothers of youths with disabilities perceive and engage in fostering self-determination of their children. This study employed the group and individual interviews involving 7 mothers of high school students or undergraduate students with cerebral palsy or physical disabilities, and used constant comparative analysis of the grounded theory for analyzing data. Five themes emerged from the data analysis. They included a) perceptions of mothers on self-determination of their children, b) the strategies that mothers adopted for forstering self-determination of their children, and the challenges that they faced while supporting their offsprings, c) the reasons why and the time when mothers set limitations on the self-determined behavior of their children and acted in a paternalistic way, d) trust and respect that mothers show toward their children, e) some environmental conditions that facilitate or constrain the exercise of self-determination of youths with disabilities. This study suggested some educational and social services be needed for parents of youths with disabilities to improve their competencies to help their children extend the exercise of self-determination.

자기결정, 장애청소년, 어머니, 질적 연구, self-determination, youths with disabilities, mothers, qualitative research

이명진 Myung Jin Lee , 최진혁 Jin Hyuk Choi , 장정훈 Jeong Hun Jang , 이규엽 Kyu Yup Lee , 이상흔 Sang Heun Lee

DOI:10.19049/JSPED.13.3.14 Vol.13(No.3) 343-355, 2012

The purpose of this study was to investigate the school-life satisfaction in terms of various background factors in the cochlear implanted children. The background factors are associated with sex, school grades in general factors and implanted age, auditory performance in auditory factors. Total 21 subjects were participated in the questionnaire survey and the auditory performance test and they are choosed among fourth to sixth grade for reliable response. General information in each grade was delivered to their parents for the reply. All tested data was analysed with t-test, ANOVA and Scheffe test. The results were summarized as follows: School-life satisfaction in terms of general factors in cochlear implanted children showed statistically significant difference with school grade but no significant with sex. Regarding with auditory factors, this satisfaction was not significant with both implanted age and auditory performance.

인공와우, 학교생활만족도, Cochlear implant, School-life satisfaction

이지연 Ji Yeon Lee , 정은희 Eun Hee Jeong

DOI:10.19049/JSPED.13.3.15 Vol.13(No.3) 357-385, 2012

This study tries finds out about the utilization of SNS in visually, physically disabled, and hearing impaired youth in middle-high school students and tries to find out about the characteristics of interpersonal relationships and self-esteem through the changes in disabled youths who use SNS. Also this study tries to find out about the characteristics of interpersonal relationships and self-esteem through seeing whether or not they use SNS. This study is a research was based on the middle-high school students in 3 special schools in Gwangju city for the visually, physically disabled, and hearing impaired. The research tool was a survey of 64 questions about the utilization of SNS, interpersonal relationships, and self-esteem. For the data processing, frequency analysis, t tests and Pearson correlation analysis was conducted according to the questions. The first study results was the 70% of disabled students used SNS, they mostly used types like CyWorld and KakaoTalk, and the utilized devices were smart phones and computers. The period of use of SNS was the highest for 1-3 years and most of the users used it less than 1 hour a day. SNS use is the most important purposes, interpersonal relationships, SNS mainly met through the normal people who had more. Learned through a friend of SNS meeting in everyday life, why does not maintain a direct interpersonal relationships because of a disability was due to being the unwiling. Many of the students who did not use SNS answered that they didn’t have a device or knew how to no use it. Second, students who used SNS had higher confidence, friendliness, openness and general interpersonal relationships, but both groups shaved low figures in interpersonal relationships overall. However, there were no differences in self-esteem in the two groups, and the figures were extremely low in both groups. Third, all disabled students whether or not they used SNS showed static relationships between interpersonal relationships and self-esteem and students with higher interpersonal relationships had higher self-esteem.

장애학생, 대인관계, 자아존중감, disabled students, SNS, interpersonal relationships, self-esteem

김병하

DOI: Vol.13(No.3) 387-393, 2012

강창욱

DOI: Vol.13(No.3) 395-403, 2012