김태영 Taeyoung Kim

DOI:10.19049/JSPED.13.4.01 Vol.13(No.4) 1-26, 2012

This article reports on a qualitative investigation of perception and practice of eight elementary teachers who were in charge of an inclusive classroom regarding collaboration with families of children with disabilities and other professionals who work with the children. Through a semi- structure interview format, the participants expressed that they don’t have specific networks for collaborative works among professionals and families of children with disabilities. They also noted that several negative factors such as excessive paper works, passive or negative attitudes of members, different perspectives among members limit their practice of collaboration. On the other hand, they reported that emotional connections or intimate relationship, physical closeness, positive attitudes of the members help their collaboration. The findings suggest that teachers need a large range of supports in terms of personnel, physical, and pre-and in-service teacher preparation for inclusion in order to effectively build collaboration with families of children with disabilities and other professionals. Specifically, the supports include providing assistant teachers, easiness of access between special teachers and regular teachers, practical curriculum related to inclusive education for pre-service teachers, and in-service teachers’ well-preparation for implementing inclusive class.

협력, 통합, 초등(학교) 교사, 전문가, 부모 및 가족, Collaboration, inclusion, elementary school teacher, professionals, families

김대룡 Dae Ryong Kim , 유장순 Jang Soon Yoo

DOI:10.19049/JSPED.13.4.02 Vol.13(No.4) 27-54, 2012

The purpose of this study was to investigate the social status of college students with developmental disabilities through peer nomination and social network analysis, to compare the behavioral characteristics between preferred students and rejected students. The participants of the current study were 19 college students with developmental disabilities in non-inclusive environment, 2nd grade in N university. The finding of this study is as follows. First, they are composed of groups characterized by popular, rejected, neglected, controversial, average sociometry status. Second, The popular student tend to show good appearance, regards for others, kindness, cooperation and high academic performance. on the other hand, the rejected students show unclean looking, unexpected behavior, ignore others, telling a lie, class disturbance and low academic performance. The findings further suggest the continuous monitoring on the social status of college students with developmental disabilities, the comprehensive and systematic educational activity for facilitating preferred students and compensating rejected students.

발달장애 대학생, 교우관계, 또래지명법, 사회연결망, 행동특성분석, social network analysis, peer nomination analysis, peer relations, behavioral characteristics analysis, developmental disabilities

남기현 Ki Hyun Nam

DOI:10.19049/JSPED.13.4.03 Vol.13(No.4) 55-70, 2012

The aim of this study is to take semiotical analysis on the property of signs in Korean Sign Language by analyzing simple signs of Korean Sign Language. Sign language, which imitates referred object and has many iconic signs referring objects directly, is not appropriately explained by the criterion of spoken language based on ‘arbitrary’ relation between signs and referents. Thus it requires consideration based on semiotical theories through which both natural language and other semiotic systems can be analysed. When analysed by Peirce’s sign classification, single words in Korean Sign Language’s frozen lexicon has 50 percent of icon and index. Symbol accounts for the other 50 percent. This result corresponds with foreign previous studies and suggests that icon’s high proportion in sign language is general property of visual language.

한국수화, 도상, 지표, 상징, Korean Sign Language, icon, index, symbol

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

DOI:10.19049/JSPED.13.4.04 Vol.13(No.4) 71-96, 2012

The purpose of this study is to design the collaborative school-home comprehensive development program, and to determine its impact on verbal and social communication skills of deaf children with severe and multiple disabilities. Three children and their three mothers from one special- education in city D were selected as the subjects of the study, in accordance with the chronological age and adaptive behavior quotient. Upon study, collaborative school-home comprehensive development program had some favorable influences on improvement in verbal and social communication skills of deaf children with severe and multiple disabilities. In verbal aspect, ‘responding’ skills improved more than ‘requesting’ skills, and in social aspect, ‘concentrating’ skills improved more than ‘obeying’ skills. Such results suggest that the collaborative school-home comprehensive development program is effective strategy to improve communication skills of deaf children with severe and multiple disabilities.

농중증,중복장애, 학교-가정협력 통합발달 프로그램, 의사소통, deaf children with severe and multiple disabilities, school-home comprehensive development program, communication skills

김용욱 Yong Wook Kim , 박형진 Hyeong Jin Park

DOI:10.19049/JSPED.13.4.05 Vol.13(No.4) 97-127, 2012

This study sought to understand three newly-appointed teachers`` experiences in Newly-Established Special Classes at High Schools through narrative inquiry. Narrative inquiry was adopted to reveal the meaning of educational experience of adapting. I want to take advantage of the narrative, which is considered to be suitable for studies of human experience and cultural context specifically explore method. The research findings are as follows: After five months of having an experience in Newly-Established Special Classes at High Schools, Three teachers have changed as a three-step. The first step is to face-to-face with an unexpected problem, The second step is to undergo a trial-and-error, Third, go own way through the agony and the efforts of the improving step process. while experiencing These courses, Three Teachers in Newly-Established Special Classes at High Schools have gradually adapted to the strange environment of education and grown.

고등학교 신설 특수학급, 직무 경험, 내러티브 탐구, Newly-Established Special Classes at High Schools, Job Experience, narrative inquiry

이윤선 Yun Sun Lee , 김지숙 Ji Sook Kim

DOI:10.19049/JSPED.13.4.06 Vol.13(No.4) 129-151, 2012

This study was to investigate lexical-semantic organization of students with hearing impairments in word association test and the characteristics of word association according to word classes. The subjects included 12students with hearing impairments(6 elementary school students, 6 high school students). Each student read 24 word cards and wrote down the first word associated with a given stimulus word. The word association responses were analyzed according to the categories of meaning-based, position-based, form-based, and erratic association. The results were as follows. Firstly, elementary school students with hearing impairments preferred meaning-based association. For high school students with hearing impairments, there was actually little difference between meaning-based association and position-based association. Secondly, in responses given to nouns, both elementary school and high school students with hearing impairments preferred meaning-based associations. In responses given to verbs, both of them produced more position-based associations than meaning-based associations. In responses given to adjectives, elementary school students with hearing impairments made more meaning-based associations, but high school students with hearing impairments mad more position-based associations. Based on the findings, this study suggested the considerations in the education of vocabulary.

청각장애, 단어연상, 의미-기반 연상, 위치-기반 연상, students with hearing impairments, word association, meaning-based association, position-based association

이재섭 Jae Seop Lee , 이재욱 Jae Wook Lee , 최승숙 Seung Sook Choi

DOI:10.19049/JSPED.13.4.07 Vol.13(No.4) 153-182, 2012

The purpose of this study was to explore on formation process of pre-service special teacher’s Social Studies Pedagogical Content Knowledge (PCK) in special education school for students with intellectual disability through ALACT model student teaching. Two pre-service special teachers participated in this study. For inductive analyzing data, qualitative methods including class observation, in-depth interviews, lesson plans and teaching practice journal were applied. The results of this study were summarized as followed. First, pre-service special teachers made little difference in general education regarding ‘social subject knowledge’, ‘social method knowledge’ and ‘social context knowledge’. While there was a great difference among three subordinate factors which are functional educational objectives setting, interests & roll play in class, lesson contents according to the students with disability. Second, pre-service special teachers were positively changed regarding about teaching social study. They have understood the meaning of the goal social studies, enhanced instruction design skills. improved teaching skills based in students’ characteristics and represented a great variety of reinforcement, motivation and questioning methods. Also, they made a good choice of teaching materials and tested the students individually. Implications to develop advanced program for improving pre-service special teacher’s pedagogical content knowledge(PCK) were suggested.

ALACT모형, 교육실습, 예비중등특수교사, 사회과, 교수내용지식, ALACT model Student Teaching, Pre-service Secondary Special Teacher, Social Studies, Pedagogical Content Knowledge

정정은 Jung Eun Jung , 이숙향 Suk Hyang Lee

DOI:10.19049/JSPED.13.4.08 Vol.13(No.4) 183-205, 2012

According to the Korean annual report for special education in 2012, 70.7% of students with disabilities have studied in general education classrooms. Especially, in spite of that science class has more possibility to allow students to interact with other classmates through experiments and activities, students’ participations are still limited. In this respect, this study investigated the effects of instructive supports with SDLMI on performance assessment and academic engagement behaviors of 3 students with disabilities. Multiple probe design across subjects was applied for this study including baseline, intervention, and maintenance period. Effects of generalization of intervention were also examined in other subjects. The results of this study showed positive influence of instructional supports with SDLMI on students’ performance and academic engagement behaviors in classrooms by analyzing data observed in class and performance worksheets. Based on the results, this study has proved that the students with disabilities would be able to enhance their potential to improve their performance and academic engagement in class along with achieving their goals by using various student-directed instructional strategies.

자기결정교수학습모델, 통합교육, 장애학생, SDLMI, inclusive education, students with disabilities

류재연 Jae Yeon Ryu

DOI:10.19049/JSPED.13.4.09 Vol.13(No.4) 207-231, 2012

Development of special education starts from the Special Education Promotion Law in 1997. The time when Special Education Promotion Law was established, only minor professions were interested in special education while people’s perception and knowledge were below the standard. Experts established Special Education Promotion Law by persuading government in 1977. However, the law which were only influenced by minor specialists, showed passive attitude toward government’s role. Since then, the efforts to build a law were strengthened, as awareness of the people involved in special education. Therefore, the special education laws developed gradually to reinforce the government role, free education, and compulsory education. Although there were some conflicts between government and disabled people, it brought us to have the law containing much of higher contents. In conclusion, cooperation is needed to establish a law that can be trusted, in order to bring development of special education for government and also, for disabled people.

특수교육진흥법, 장애인 등에 대한 특수교육법, 특수교육 주도권, 의무교육, 무상교육, special education, Special Education Promotion Law, Special Education Laws for Persons with Disabilities and Others

허유성 Yusung Heo , 김정연 Jeongyoun Kim

DOI:10.19049/JSPED.13.4.10 Vol.13(No.4) 233-259, 2012

Currently the number of students with disabilities has increased after passing several significant laws and policies. Consequently, researches on people with students with disabilities and their related persons also were expanded. However, there are limited researches and dialogues on research ethics, in particular protecting participants in special education field although people with disabilities are critically vulnerable research participants in self- decision on research participation. This study tried to analyze current situations, perceptions, and future efforts in research ethics in special education with current researchers and graduate students majoring special education. The results could be summarized into four. First, there were discrepancy between general awareness and more detail knowledge about research ethics for people with disabilities. Second, many participants in this study emphasized improving individual and social awareness rather than establishing laws and system including training graduate students as well institutionalizing IRB. Third, participants favored more inactive ways in approaching research ethics. Lastly, there were differences among researchers in perceiving effective future ways of enhancing research ethics in special education.

연구윤리, 장애아동 연구윤리, 장애인 대상 연구, 인간대상 연구윤리, research ethics, human subjects, vulnerable participants

윤현숙 Hyeon Sook Yoon , 전병진 Byoung Jin Jeon

DOI:10.19049/JSPED.13.4.11 Vol.13(No.4) 261-281, 2012

This study was performed to provide the basic data for successful transition through verifying the difference on the attitude of the faculty and the employees for the admission of students for the special needs analysing the factors for such decision. The 75 questionnaires were sended and returned 68 questionnaires were analyzed finally. The questionnaires were composed of the social distance, personal relation and self respect, level of understanding to the supporting policy to the disabled students, level of understanding to the admission of the disabled students and working direction. The average difference between the faculty and the employees showed that the faculty was higher than the employees in statistical significance for the physical handicapped ( t=-3.25, p< .01), the mental handicapped ( t=-2.79, p< .01) and the intellectual handicapped ( t=-2.79, p < .01) out of the type of the handicapped. But the faculty was lower than the employees in the social distance ( t=-3.83, p< .001) in statistical significance. In conclusion, the diversified program in university level to improve the understanding of the university constituent members for the admission of the disabled students shall be developed. In addition, it will be necessary to evaluate the recognitive factors of the students jointly with the diversification of the selection range of the disabled students in the “survey on the education and welfare of the disabled students” which is held by the Ministry of Education, Science and Technology.

장애대학생, 대학교직원, 장애유형, 입학인식도, Student with special needs at university, Faculty of university, Type of disabilities, Recognition of admission

최미라 Mi Ra Choi , 강옥려 Ock Ryeo Kang

DOI:10.19049/JSPED.13.4.12 Vol.13(No.4) 283-312, 2012

The purpose of this study was to investigate the effects of peer paired reading using children’s poem for enhancing reading skills, that is, oral reading fluency and attitude of low-achieving students in reading. For this purpose, 20 low-achieving students in second grade were selected. The students were divided into two groups of 10 persons each, an experimental group with peer paired reading and a control group. For tutors of the experimental group, 10 second graders were selected from the same elementary school. The experiment was conducted for 20 minutes each session, third times a week for 15 sessions. Tests of oral reading fluency and reading attitude were conducted. Oral reading fluency test was conducted pre-test and formative assessment once a week. Reading attitude test was conducted in pre- and post- test. The data of this study were also analyzed by t-test and HLM(Hierarchial Linear Model). The results obtained in this study are summarized as follows: First, peer paired reading had a positive effect on oral reading fluency and attitude of low-achieving students in reading. Second, peer paired reading showed significant faster growth rates on oral reading fluency. It showed the initial state and the linear slope depending on the individual child. In conclusion, peer paired reading using children’s poem is an effective method to enhance oral reading fluency and attitude of low-achieving students in reading.

동시, 또래 함께읽기 전략, 읽기학습부진아, 읽기유창성, 읽기태도, Children`s Poem, Peer Paired Reading, Low-achieving Students in Reading, Oral Reading Fluency, Reading Attitude

유환조 Hwan Jo Yoo , 이영철 Young Chul Lee

DOI:10.19049/JSPED.13.4.13 Vol.13(No.4) 313-337, 2012

The purposes of this study was to investigate sweeping skills of children with mild intellectual disabilities when using self-monitoring strategy with picture and explanation cues. The intervention time was conducted 40minutes each session triweekly during 12 weeks with 3 children with mild intellectual disabilities which are assigned H special education school, Jeon-nam, Korea. And by multiple probe design across subjects, results about acquisition and maintaining of sweeping skills - ‘preparing sweeping’, ‘sweeping’, ‘arranging after sweeping’ - were presented by graph and percentage. The summarized results of this study are the following. First, preparation, execution and arrangement sweeping skill of children with mild intellectual disabilities is improved when they use self-monitoring strategy with picture and explanation cues. Second, acquired skill maintained consistently. Being based on this, from now on, it is possible to apply sweeping skill with self-monitoring strategy in reality among skills which they have for everyday life.

경도 지적장애, 자기점검 전략, 청소기술, mild intellectual disabilities, self-monitoring strategy, sweeping skills

강창욱 Chang Wook Kang

DOI:10.19049/JSPED.13.4.14 Vol.13(No.4) 339-357, 2012

Language teaching is the most basic and important teaching methods in education for students with hearing impairment. This study was done to reflect and suggest alternatives for establishing the orientation of language teaching for students with hearing impairment. Traditionally, problems of communication methods, like sign language, oral language, T.C., and 2Bi-Approach, have been discussed in relation to language teaching for students with hearing impairment. Instead of discussing communication ways, this research analyzed language acquisition theories, change of language teaching approaches, and features of Korean language to explore implications on language teaching for students with hearing impairment, in order to find language teaching alternatives for students with hearing impairment. Language teaching for the students with hearing impairment needs communicative approach in harmony with form and meaning, rather than focusing on one side. For this purpose, language teaching principles on balanced language teaching and focus on form need to be modified and applied in order to make them suitable for the linguistic characteristics of the students with hearing impairment.

청각장애, 언어지도, 언어교수법, 형태초점교수법, hearing impairment, language teaching, language teaching methods, Focus on Form

박재국 Jae Kook Park

DOI:10.19049/JSPED.13.4.15 Vol.13(No.4) 359-386, 2012

Recently the problems of applying national special education curriculum and of planning IEP for students with physical disabilities have come to the fore as condition of their disabilities become severe and multiple. For this reason, this study conducted a survey on the actual state of the major education and support areas such as application of learning and knowledge, communication, self-help skill and frequency of participating in daily routine by employing questionnaire. Questionnaire was formed considering activity and participation domain of WHO’s ICF-CY(International classification of functioning, disability and health children & youth version) that was developed to evaluate major functions of students with disabilities and investigate appropriate supports as a conceptual framework. A total of 112 subjects who are special education teachers completed questionnaire. According to variables of students with physical disabilities, present function levels and relations on 4 areas were considered statistically. At the same time, validity of applying ICF-CY to IEP and issues on IEP and special education support system were discussed. The results which were as follows. First, the students with physical disabilities need the more diversified and systematic supports for basic learning functions in the area of the learning and applying knowledge. Second, the results is suggested that ICF-CY plays an important role of evaluating the communication skills. Third, ICF-CY is the useful tool for evaluating the self-care. Forth, in the result of evaluating FPQ, activities and participation level of the students with physical disabilities were very low, especially outdoor activities. Fifth, activities and participation level of the students with physical disabilities were diversified to the disabilities level. Sixth, three sub-element of the activities and participation in ICF-CY was high corelation to the frequency of the living participation level.

지체장애학생, 국제기능,장애,건강분류, 생활기능, 활동과 참여, students with physical disabilities, ICF-CY, activity and participation, function and frequency

김영걸 Young Gull Kim , 권기홍 Ki Hong Kwon

DOI:10.19049/JSPED.13.4.16 Vol.13(No.4) 387-414, 2012

The purpose of this study is to investigate the perceptions of special education teachers about the writing and management of the individualized education program by form of the school itself and the NEIS. For the purpose, the samples of this research have been collected from 172 sepcial education teachers in D city. The results of this study are as follows: First, advantage of the NEIS form for writing IEP, the time was shortened in comparison to the school itself. Second, teachers are recognizing that form of the NEIS are appropriate. In addition, form of the NEIS come in useful to manage and to write systematically for Individualized Education Plan and Evaluation in comparison to the school itself. Form of the NEIS should be more considered to the user’s convenience and improve to data viewing and approval functions.

나이스, 개별화교육계획, NEIS, individualized education plan

김수정 Su Jeong Kim , 이대식 Daesik Lee , 김수연 Sooyoun Kim

DOI:10.19049/JSPED.13.4.17 Vol.13(No.4) 415-445, 2012

The purpose of this study was to explore the effectiveness of a Direct Instruction Han-Geul Reading Program on word reading and reading fluency of the multicultural students with reading difficulties. The subjects of this study were three first graders of multicultural family in an elementary school who had not learn Han-Geul. The program was administrated for 16 sessions. The key elements of the program were explicit modeling by a teacher, scaffolding, enough practices with various and plenty examples, and systematic and intensive learning on letter-sound correspondence. As a result, the Direct Instruction Han-Geul Reading Program had positive effects on the improvement of word reading and reading fluency. Word reading ability has significantly and gradually improved as the result of the direct instruction based approach. The possible causes, the implications of the study, and the importance of a successful early reading intervention to mulicultural students were discussed.

직접교수, 한글읽기프로그램, 읽기부진 다문화 아동, 단어읽기, 읽기유창성, Direct Instruction, Han-Geul Reading Program, the multicultural students with reading difficulties, word reading, reading fluency

강병일 Byung Il Kang , 김남진 Nam Jin Kim

DOI:10.19049/JSPED.13.4.18 Vol.13(No.4) 447-469, 2012

The purpose of this study was to provide basic data for activation of unified physical education Class in general secondary schools. For the purpose, this study investigated the actual conditions of unified physical education Class for teachers in secondary schools, not only quantitative but also qualitative method. The results were as follows. First, disabled students’ attitude was changed by instructional contents, students’ attitude was some passive but general students’ attitude was not bad. Second, teachers felt that Physical Education is need for sociality fostering, they should teach more concern, love without prejudice. Also they felt that through for games and sports to grow sociality, make students happy for Physical Education.

통합체육, 수업 실태, 교사 인식, unified physical education class, actual conditions of Class, teacher`s recognition

권효진 Hyo Jin Kwon

DOI:10.19049/JSPED.13.4.19 Vol.13(No.4) 471-506, 2012

Today, inclusive education has been carried out at many middle schools in our country. But it has took issue with the necessity of qualitative progress on inclusive education. Thus, the purpose of the present study was to analyze qualitatively perception and the actual condition, needs of students with disabilities and related persons in general middle school. Participants for this research are 4 students with disabilities who are in two general middle schools in Seoul, 2 parent who are mother of 2 students with disabilities, 4 students without disabilities who are in corresponding classes, and 7 science teachers. Through in-depth interviews, qualitative data were collected and analyzed using the constant comparative method. As a result, under 3 themes including the diversity of perception about the necessity of inclusive science instruction and science education and type of science class, the actual condition of inclusive science instruction, the needs of qualitative progress on inclusive education, 9 sub-themes were drawn. And it is confirmed there are many difficulties on inclusive science instruction, aspecting of environmentsㆍteacherㆍstudents.

통합과학교육의 필요성, 통합과학교육의 실태, 요구 분석, necessity of inclusive science instruction, actual condition of inclusive science instruction, analysis of needs

이해균 Hae Gyun Lee , 김병우 Byung Woo Kim , 강지유 Ji You Kang

DOI:10.19049/JSPED.13.4.20 Vol.13(No.4) 507-532, 2012

The subjects of study to accomplish these objectives are the factors and extents of stress in teachers who take care of over-aged visually impaired students, schemes to cope with the stress, and co-relation between the stress and schemes to cope with it. Conclusions drawn from this study are as follows. First, the extent of the teachers’ stress about instruction to the overaged students with visual impairments was average, as for subfactors, student factor was highest, and the following was curriculum, educational environment and the teacher. As for background variables, women in gender, the twenties in age, less than five years in education experience, general subjects in main area of the teaching, high school in curriculum, and people with low vision in severity of the disability was shown to be higher. Second, the extent of the stress coping was average, as for sub coping, curriculum coping was highest, and the following was teacher, student, education environment. As for background variables, women in gender, the forties in age, 11-20 years in education experience, general subject in the main area of the teaching, high school in curriculum and sighted in severity of the disability was shown to be higher. Proposals drawn from this study are as follows. First, programs should be developed to help reduce the stress in teachers who instruct the overaged students with visual impairments. Second, regular teacher training should be given to induce an efficient management of the students. Third, follow-up studies on the teacher’s tasks and instructions for overaged students with visual impairments should be continued.

과령학생, 스트레스, 대처수준, Overaged students, Stress, Coping Levels

김광욱 Kwang Wook Kim , 김화수 Wha Soo Kim

DOI:10.19049/JSPED.13.4.21 Vol.13(No.4) 533-551, 2012

In this, study, development of phonological awareness and braille reading of children with visual impairment in order to 10 years old children with visual impairment 7 and 12 years old children with visual impairment 7 to target syllable awareness(discrimination, deletion, synthetic, substitution), phonemic awareness(discrimination,, deletion, synthetic, substitution), braille reading(word reading, reading speed, reading accuracy, and reading compr ehension) test was conducted. As a result, syllable awareness, there was no significant difference in syllable awareness, and there was a significant difference in phonemic awareness for age inter. Especially the sub-factors of phonemic awareness of there was a significantly difference in phoneme deletion, phoneme substitution for age inter. Even though there was no significant difference in word reading, but reading speed, reading accuracy showed high performance with 12 years children. Also correlation analysis inter sub-factors of phonological awareness and braille reading through word reading showed significant correlation with syllable discrimination, syllable substitution, phoneme discrimination. Reading speed showed significant correlation with phoneme deletion, phoneme substitution, phoneme synthetic. Reading accuracy showed significant correlation with phoneme deletion, phoneme substitution. Reading comprehension showed significant correlation with phoneme substitution, syllable substitution, phoneme deletion, phoneme synthetic, syllable discrimination.

시각장애 아동, 음운인식, 점자읽기, children with visual impairment, phonological awareness, braille reading

한경임 Kyung Im Han , 송미승 Mi Seung Song , 한연실 Yeon Sil Han

DOI:10.19049/JSPED.13.4.22 Vol.13(No.4) 553-576, 2012

The purpose of this study was to analysis of the attitude type child care teachers on inclusion for young children with disabilities. The Q-methodology was used as a research method. The 38 unite of the Q-population was used. The Q-population was derived from previous research, in-depth interview with child care teachers, mothers and without disabled children, university students majoring special education. P-sample as subjects of this study was collected from 34 child care teachers in Busan and Gyoungnam province. As a result of research, the attitude of child care teachers on inclusion for young children with disabilities was classified as 3 type. The first type was labeled the social system approach type. They emphasize the importance of social·policy support for inclusion of children with disabilities. The second type was labeled the individual·personal approach type. They emphasize teacher’s cope ability with children with disabilities and teacher’s positive attitude. For inclusion of going children with disabilities. The third type was labeled the skeptic·protract approach type. They emphasize they have to think carefully about inclusion of young children with disabilities.

통합보육, 보육 교사, 주관성 연구, subjectivity study, child care teacher, inclusion

백상수 Sangsu Baek

DOI:10.19049/JSPED.13.4.23 Vol.13(No.4) 577-596, 2012

The purpose of this study was to examine the clinical supervisors’ feedback of the observation notes and their relevancy to the summative student teachin teachingg evaluation rubric during clinical supervision student teaching in early childhood special education programs. The feedback data were analyzed with content-analysis method. The observation notes were from seven college supervisors of 16 senior early childhood special education major pre-service teachers. All 48 observation notes were used for analysis. The results of the study indicated that the su suppervisor notes contained a variety of feedback regarding instruction, classroom mana ervisor managgement, interaction, lesson plan, and individualization. The feedback was also relevant to the content of the summative evaluation rubric of the college. Based on the results, limitations of the current research and suggestions for the future study were suggested. ement,

임상 감독, 유아특수교육, 예비 교사 교육, 교생실습, 관찰 보고서, Clinical supervision, Early childhood special education, Pre-service teacher preparation, Student teaching, Observation notes

신연서 Yeon Seo Shin , 김건희 Keon Hee Kim , 이해균 Hae Gyun Lee

DOI:10.19049/JSPED.13.4.24 Vol.13(No.4) 597-615, 2012

This study examined after-school instrumental music teachers who work at the A Welfare Center regarding the musicality of students with visual impairment and multiple disabilities. Using qualitative research, the study analyzes interviews given to five instrumental music teachers on the musicality of students with multiple disabilities regarding music instruction. Among the findings were the facts that (1) the teachers recognized that students with multiple disabilities and with visual impairment exhibited a special interest in, and understanding of, music through musical interest and inquiry, and (2) the study participants provided educational support for the promotion of musicality. In conclusion, the study emphasizes the importance of providing appropriate education in keeping with the musical talents of students and of establishing a musical environment.

시각중복장애학생, 음악성, 기악교사, visual Impairment and multiple disabilities, musicality, perspective of music teacher