김동일 Dongil Kim , 고혜정 Hyejung Koh , 김이내 Ienai Kim , 백서연 Seoyeon Baek , 이해린 Haelin Lee , 이기정 Kijyung Lee

DOI:10.19049/JSPED.14.1.01 Vol.14(No.1) 1-21, 2013

The mathematical word problem needs reading skills, mathematical calculation abilities and problem solving skills at the same time. The mathematical word problem solving test measures not that only single reading or mathematical skills but that reading skills, mathematical abilities, and cognitive variables that influence these skills in overall. Therefore, this study is to compare the performance of mathematical word problem solving of children at risk in mathematics disabilities(MD), comorbid in reading and mathematical disabilities (MDRD), and children without disabilities(N) by measuring the mathematical formula, answer and total score of mathematical word problem. Additionally, this study is also to investigate the differences between the performance of cognitive variables through measuring the cognitive variables that influence the mathematical word problem solving. As a result, the children at risk in MD only and MDRD showed lower performance in mathematical word problem solving than the children without disabilities(N) did, especially the children at risk in MDRD revealed the lowest performance. Regard with the cognitive variables, the children at risk in MDRD are also classified with the lowest performance group in all the cognitive variables except for attention. According to the result of this study, implication and recommendation were suggested that diagnostic instrument and education program are needed to develop to applying practically for the children at risk in MDRD.

수학문장제 문제해결력, 수학학습장애 위험아동, 읽기,수학공존학습장애 위험아동, 수학인지변인, mathematical word problem solving, MD, MDRD, cognitive variable

구민관 Minkowan Goo

DOI:10.19049/JSPED.14.1.02 Vol.14(No.1) 23-52, 2013

The purpose of this study is to investigate the perception of parents, special education teachers, and administers on job-centered high school for teaching job skills. Survey was conducted for 88 parents, 27 special education teachers, and 20 administers, whose sons and daughters or students took part in job training programs offered by the job-centered high school. and then collected data was analyzed. The questionnaire for this study was developed due to the lack of prior literature related to the topic of the study. In order to ascertain the validity and reliability of the questions, factor analysis and reliability analysis were conducted. Results of this study indicated that the perception of parents, special education teachers, and administers on jobcentered high school for teaching job skills is affirmative. This type of methods is effective in teaching jobs skills to students with disabilities in general high schools. The suggestions for future research are discussed.

전환교육, 고등학교 특수학급 직업교육, 직업훈련, 거점학교 운영, transition, special education classroom in high schools, vocational training, jobs, job-centered high school

이은경 Eun Kyoung Lee , 이종열 Jong Yeol Lee , 박상희 Sang Hee Park

DOI:10.19049/JSPED.14.1.03 Vol.14(No.1) 53-75, 2013

The purpose of this study was to administer the Metaphoric Ability Test and to examine the reliability of the test. The Metaphoric Ability Test was administrated to 281 normal children aged from 7;0 to 12;11, divided into 6 age groups. Internal consistency reliability and test-retest reliability were investigated. The results were as follows. The Metaphoric Ability provided normative data to assess from school age children. There was a significant relationship between the first test and the retest scores in both the metaphoric ability tests. Different age groups demonstrated different total scores with the tread of increased both score by aging. However, there were no different total scores observed by gender. The results showed that the metaphoric ability test was a reliable instrument to assess metaphoric ability from school age children. For this reason, it could be useful in both clinical and educational fields.

은유, 은유능력, 은유능력발달, 은유검사, 학령기, 표준화검사, 신뢰도, Metaphoric, Metaphoric ability, Metaphoric test, School age, Standard test, Reliability

한경임 Kyung Im Han , 송미승 Mi Seung Song , 김민정 Min Jung Kim

DOI:10.19049/JSPED.14.1.04 Vol.14(No.1) 77-103, 2013

The purpose of this study was to analyze parent’s perception types toward transition education for high school students with developmental disabilities. The Q-methodology was used as a research method. The Q-population of this study were 33 units. P-sample as subjects of this study was 31 parents of high school students with developmental disabilities in C city. As a result of research, the parent’s perception types toward transition education for high school students with developmental disabilities were divided into 3 types. The first type was labeled as the type pursing ideal concept of special education. They thought only fair that transition education must be supported as the lifelong education. The second type was labeled as the type pursuing the effective prerequisite of transition education. They thought that transition education was not as effective as it could be do to lack of national funds, facilities, and government policies. The third type was labeled as the type considering the unique characteristics of the special education.

전환교육, 발달장애 고등학생, 학부모, 주관성 연구, subjectivity study, transition education, parent`s perception

허민정 Min Jung Heo

DOI:10.19049/JSPED.14.1.05 Vol.14(No.1) 105-128, 2013

This study aims to analyze the phonological awareness abilities and development trends of phonological awareness for children with cochlear implants in elementary school grades. For these purposes, we compared the phonological awareness abilities of children with CIs with those of normal hearing children, and to analyze the differences of phonological awareness abilities of children with CIs according to the grades. Furthermore, this study examined the relationships of phonological awareness abilities and age at implantation in these children. 79 children with CIs and 113 CA matched normal hearing children were executed by the phonological awareness test. The results showed that there were significant differences between children with CIs and normal hearing for the first grade on syllable tasks, and were significant differences between groups up to the second grade in phoneme tasks. There were no significant differences of syllable tasks scores in terms of grade, whereas there were significant differences of phoneme task scores according to the grades up to the third grade in children with CIs. There were no significant relationships of between phonological awareness and age at implantation in children with CIs. These results could be used to develop the phonological awareness and reading intervention program for children with CIs.

인공와우이식, 음운인식, 수술연령, cochlear implants, phonological awareness, age at implantation

원양은 Yang Eun Won , 표윤희 Yun Hui Pyo

DOI:10.19049/JSPED.14.1.06 Vol.14(No.1) 129-155, 2013

The purpose of this study is to examine the effects of visual perception training program on the visual perception development and attention. 12 students (6 boys, 6 girls)were selected according to interview of teachers, preliminary observation and specific criteria for standard. The visual perception training program intervention was consisted of 18 sessions, and progressed for 30 minutes each session, 3-4 times a week during 6 weeks. The Mann-Whitney U Test and Wilcoxon’s signed-ranks Test was conducted in order to examine whether there was statistically significant difference between experiment group and control group. The results of this study are as follows: First, the students in experiment group showed more statistically significant difference in general visual perception. Second, There was no statistically significant difference in attention between experiment group and control group. However there is pre-post changes of experimental group, positive effect on the attention. This study has an implication for extending the duration and promoting the development of visual perception by visual perception training program using exploration of concretes and operational activities.

구체물 및 보충과제를 활용한 시지각 훈련 프로그램, 시지각 발달, 주의집중, visual perception training program, using concrete objects and supplement tasks, development of visual perception, attention concentration

박경란 Kyung Ran Park

DOI:10.19049/JSPED.14.1.07 Vol.14(No.1) 157-182, 2013

The purpose of this study was intended to diagnose the problems of the structures of complex sentences and to find an appropriate guidance for teaching how to make sentences by examining the characteristics of connective ending use by semantic categories for the students with hearing impairment. For this, 40 students who are elementary 4th year, middle 1st year and high 1st year of school for the deaf were selected as subjects of this study, and 40 students who are from 2nd year to 4th year of a general elementary school were selected as comparison groups. After conducting tests for connective ending use, three subjects for the inquiry were chosen and analyzed. The results of this study are as follows. First, there was a statistically significant difference between the groups of normal students and hearing impaired students in the use of connective ending use. According to the analysis of the rankings of the accuracy rates, there was a little difference between two groups, but the correspondence of the overall rankings was acknowledged. In the analysis of difficulties of connective ending forms, there was no difference of the normal students’ accuracy rates but there was a significant difference of the hearing impaired students’. Second, there seemed a statistically significant difference in the semantic categorized ending use among the groups of the hearing impaired students by language levels. According to the results of the accuracy rates rankings, there seemed like similarities between high-level and the middle language skill groups, but there was a significant difference compared to the lowlevel language skill group. Lastly, there appeared no statistically significant differences of total accuracy rate by the groups of the hearing impaired students by ages but there seemed to be significant differences by the semantic categories. In the analysis of the rankings of the accuracy rates by semantic categories, there was a similarity in the groups between elementary and high school students but a difference in the group of the middle school students.

청각장애, 연결어미, 의미범주, 문장특성, hearing impairment, connective ending, semantic category, literacy characteristic

최성규 Sung Kyu Choi , 주지현 Ji Hyun Ju

DOI:10.19049/JSPED.14.1.08 Vol.14(No.1) 183-204, 2013

The purpose of this study was to analyze the relation of the internal and external orientation factor of practical knowledge to curriculum of teachers who were working for students with hearing impairment. The questionnaire which is consisted with 24 questions was divided into five parts such as situational orientation, personal orientation, social orientation, experiential orientation, and theoretical orientation. Internal orientation factors of practical knowledge to curriculum were personal orientation and experiential orientation, however external orientation factors of practical knowledge to curriculum were situational orientation, social orientation, and theoretical orientation. 310 teachers who were working for students with hearing impairment were participated for this study. The validation, reliability, oneway ANOVA, correlation, and regression were utilized for this study. This study concluded that the orientation of practical knowledge to curriculum of teachers for students with hearing impairment was related with theoretical orientation, social orientation, and personal orientation based on experiential orientation. However, the situational orientation factor was not related with the curriculum practical knowledge.

청각장애학교, 교육과정, 실천적 지식, 내,외적 정향, hearing impairment school, curriculum, practical knowledge, Internal and External Orientation Factor

오원석 Won Seok Oh , 박남수 Nam Su Park

DOI:10.19049/JSPED.14.1.09 Vol.14(No.1) 205-234, 2013

This study was performed to analyze the characteristics of interactions of non-disabled students with the students with hearing impairment in integrated classes. The subjects were selected randomly among non-disabled students from 7 integrated classes in elementary schools in Daegu Metro City. The research tools used in this study were Interaction Scale, Integrated Educational Attitude Scale, Scale of Perception on the Capabilities of the Handicapped, and Behavioral Intention Scale. According to the results, non-disabled students in the integrated classes participated in active interactions with students with hearing impairment,and in particular they showed highest interaction frequency during the class. Additionally, they showed positive attitudes on the integration with students with hearing impairment, were positive in the perception on the capabilities of students with hearing impairment, and had fair behavioral intention. Finally, according to the relationship model between non-disabled students’ variables with the interactions with students with hearing impairment, indirect experiences of non-disabled students had positive correlation with interaction frequency, while direct experiences were found to have nothing to do with interaction frequency. Based on those results, to make students with hearing impairment maintain peer relationship and participate in learning activities through interactions with non-disabled students, they should have basic capabilities for physical, linguistic, and social communication.

청각장애, 사회적 상호작용, 통합교육, inclusive education, social participation, deaf

우성숙 Seong Sook U , 신진숙 Jin Sook Shin

DOI:10.19049/JSPED.14.1.10 Vol.14(No.1) 235-257, 2013

The purpose of this study is to analyze the effect of UCC making activity about special school basic curriculum Korean Language2 textbook subject of eight to self-efficacy and self-directed learning ability children with Intellectual Disabilities. To achieve these goals, the samples were selected experimental group of entrance into special class 5 children with Intellectual Disabilities on elementary school in C city, whereas controlled group of entrance into special class 5 children with Intellectual Disabilities on elementary school in C city. To verify the result, Mann-Whitney U-test in Non parametric tests of pre and post test score was conducted using the SPSS 19.0 software. The conclusion based on this study are follow. First, UCC making activity is effective education activity on self-efficacy improvement. Second, UCC making activity was effective education activity on self-directed learning ability improvement. So, without teacher’s instruction and parents’ recommendations, after learners make a plan, making UCC and learning through making UCC is effect on self-efficacy and self-directed learning improvement. What is significant is that they could solve self-directly various difficult situation can be meet hardship of making UCC process.

UCC제작활동 프로그램, 자기효능감, 자기주도적 학습능력, Intellectual Disabilities, UCC, Self-efficacy, Self-directed Learning

이태수 Tae Su Lee , 김정수 Jung Soo Kim

DOI:10.19049/JSPED.14.1.11 Vol.14(No.1) 259-283, 2013

This study examined and analyzed various special educational applications that were developed for students with disabilities in Korea and Abroad in terms of disability types, using types, subject relation, and teaching methods. Out of 2,269 applications, 256 applications were selected through a twophase selection procedure and analyzed applications using the frequency and the percentage. The results are as follows. Firstly, applications for students with autism were much more than other disabilities type. Secondly, in using type, applications for learning were developed much more than any other types. Thirdly, in the respect of subject relation, applications on social studies and language arts were much more than any other subjects. Fourthly, applied behavior analysis and basic cognitive training were the most frequently used teaching methods in applications for learning. Finally, with regard to costs, about 31% of the total applications were for free and about 41% of the pay-applications were priced between 1,000 and 2,000 won. The finding of this study supports the need to develop more varied tailor-made applications to reflect the requirements of various disability types.

특수교육, 장애학생, 스마트 러닝, 특수교육용 애플리케이션, Special education, Students with disabilities, Smart Learning, Special educational Application

옥혜숙 Hye Sook Ok , 강영심 Young Sim Kang , 정혜윤 Hye Yun Jung

DOI:10.19049/JSPED.14.1.12 Vol.14(No.1) 285-303, 2013

This study was aimed to change the perception of junior school girls toward student with disabilities through creative drama activity related disabilities. The subjects of the research were six students who attend a typical girls’ middle school in B city. For this, this study was implemented using the qualitative research method. The qualitative data for analysing perception change was collected through video footage of 30 sessions, reflective journal written by first author and musical actor who was running creative drama activity and participant students, creative drama script completed by participant students. The result was as follows; During the process of creative drama activity, the perception of junior school girls toward student with disabilities had been changed from negatively to positively. Especially taking a view of role on student with disability and his/her families made participant students understand difficulties students with disabilities experience in society including school. And they expressed an empathy with loneness students with disabilities feel. It is suggested that creative drama activity related disabilities is a good intervention program for improving the attitude of students without disabilities toward students with disabilities in inclusive setting.

장애관련 창작연극활동, 장애학생에 대한 중학생의 인식, creative drama activity, perception toward students with disabilities

최은주 Eunju Choi , 박재국 Jaekook Park , 김혜리 Hyeri Kim

DOI:10.19049/JSPED.14.1.13 Vol.14(No.1) 305-322, 2013

The purpose of this study was not only to offer educational information that helps to deal with stress of gifted and non-gifted elementary school students but also to guide educational support for their appropriate school adaptation by comparing and examing the level of stress and school adaptation and identifying relation between 2 variables. To this end, 563 gifted and non -gifted students were employed and completed questionnaire. Results analyzed from collected date were as follows. First, among 5 sub-factors of stress, gifted students were under less stress than non-gifted. Second, in terms of school adaptation, gifted students adapted to school better than non-gifted students did. Third, resulting from analysis of correlation between stress and school adaptation, negative correlation was identified in both gifted and non-gifted students and, in general, gifted students showed more higher negative correlation than non-gifted. Based on these results, diverse psychological and emotional supporting plans that help gifted and non-gifted students to cope with stress and improve school adaptive ability were discussed.

영재아동, 일반아동, 스트레스, 학교적응, gifted children, general children, stress, school adjustment

김용욱 Yong Wook Kim , 윤정하 Jeong Ha Yoon

DOI:10.19049/JSPED.14.1.14 Vol.14(No.1) 323-348, 2013

According to the revision plan of special education curriculum, the plan would apply subsequently to children attending kindergarten and elementary school first and second grade since March 1st, 2008. Even though the plan was announced long time ago, there has been constantly revised on the plan itself. Therefore, many educators at schools are having difficulties to follow the revision plan of special education curriculum, and in developing their own curricular for their students. In response, the purpose of this study is to suggest a school curriculum development plan based on the “Revision Plan of Special Education Curriculum 2011”. To meet the purpose of the study, literature search would be conducted on the documents of national level curriculums and local level curriculums. Second, the reasons for the thesis of the paper were written based on the close observation of previous studies that were conducted, and of the trends of foreign education systems. Third, a school-based education development plan was suggested after considering the documents that are collected in this research. It is believed that the results obtained in this research would serve as an important material for the development of new curriculum for many schools in Korea.

국가수준 교육과정, 지역수준 교육과정, 학교수준 교육과정, 학교중심 교육과정 개발, special education curriculum, national level curriculum, local level curriculum, school level curriculum, school-based curriculum development

김영한 Young Han Kim , 강소영 So Young Kang

DOI:10.19049/JSPED.14.1.15 Vol.14(No.1) 349-372, 2013

The purpose of this study was to investigate the agreement, practice, and implementation capacity level of teachers at a special school for the physical disabilities for the best practice of transition education in order to specifically figure out the implementation level of transition education at such schools. The subjects include 175 middle and high school teachers and postsecondary teachers at 18 special schools for the physical disabilities across the nation in 2012. They were asked to participate in a survey on a 5-point Likert scale. The research findings and discussions led to the following conclusions: First, teachers at special schools for the physical disabilities had a higher agreement level for transition education than practice level. Second, teachers at special schools for the physical disabilities had an average level of implementation capacity for transition education and exhibited mutually positive correlations among the implementation capacity factors of transition education. Finally, as for relations between the teachers’ practice recognition level and implementation capacity for transition education at special schools for the physical disabilities, implementation capacity had more positive relations with the practice level than the agreement level.

지체부자유, 전환교육, 실행수준, 실행역량, physical disabilities, transition education, implementation level, implementation capacity