오정숙 Jungsook Oh

DOI:10.19049/JSPED.14.3.01 Vol.14(No.3) 1-19, 2013

The purpose of this study is to identify the pre-service special education teachers’ competencies in blended learning. For this study, the list of 4 roles and 23 competencies that are required for special educators in blended learning were drawn from literature review of prior research. Based on the list, the survey was conducted to examine pre-service teachers’ perception of importance and their level of preparedness of the competencies. The results of the study indicated that respondents perceived that analyzing learner’s characteristics was the most important competency while they indicated they were least prepared to utilize various instructional media for the role of instructional designer. For the role of facilitator, they thought that giving appropriate feedback and encouraging student’s participation were the most important competencies but they thought that they were least prepared to provide differentiated interactions with the learners with special needs. For the role of technical supporter, they thought that constructing the unique system and interface to match to the characteristics of disability was the most important competency but they thought they were least prepared to provide differentiated communication methods to the disability type and level. Lastly, for the role of evaluator, the respondents perceived that the most important competency was evaluating the response and satisfaction of the learners but they thought that they were least prepared to establish the appropriate on and off line evaluation. The results of important-preparation analysis indicated that filed of special education need to develop teaching-learning strategy, to differentiate interaction strategy, to construct the system and interface, and to support communication methods that are appropriate for the characteristics of learners with special needs in terms of the competency in blended learning.

블렌디드 러닝, 교사 역량, 예비교사교육, 중요도, 준비도, 중요도-준비도 분석, teaching competency, blended learning, importance, preparation, importance-preparation analysis

정진자 Jinja Chung

DOI:10.19049/JSPED.14.3.02 Vol.14(No.3) 21-47, 2013

The purpose of this study was to find out where there is a relationship in the features of brain preference and learning style of preservice special education teachers. The subjects in this study were 254 students in Special education major. The instruments used in this study were Brain Preference Indicator(BPI) and Learning Style Inventory(LSI). The results of the present study were as follows: First, the features of brain preference of the preservice special education teachers were left-brain preference by less then BPI 5.00 points, and were both-brain preferences by less then BPI 4.00 points and less then BPI 4.22 points. The preservice elementary education teachers were left-brain preference and both-brain preferences by less then BPI 5.00 points and less then BPI 4.00 points. And the preservice elementary education teachers were both-brain preference and right-brain preferences by less then BPI 4.22 points. The preservice secondly education teachers were left-brain preference and both-brain preferences by less then BPI 5.00 points, less then BPI 4.00 points and less then BPI 4.22 points. The preservice early childhood special education teachers were left-brain preference and bothbrain preferences by less then BPI 5.00 points. And the preservice early childhood special education teachers were both-brain preferences and right -brain preferences by less then BPI 4.00 points and less then BPI 4.22 points. Second, the learning style of preservice special education teachers are high in order to accommodator, assimilator, diverger, converger. The preservice elementary special education teachers are in order to assimilator, accommodator, diverger and converger. The preservice secondary special education teachers are in order to accommodator, diverger and assimilator, converger. The preservice early childhood special education teachers are in order to accommodator, assimilator, diverger and converger. Third, the feature of left-brain preference was learning style of accommodator and diverger by less then BPI 5.00 points, less then 4.00 points and less then BPI 4.22 points. The feature of both-brain preference was learning style of accommodator and assimilator by less then BPI 5.00 points and less then 4.00 points and less then BPI 4.22 points. The feature of right-brain preference was learning style of assimilator and diverger by less then BPI 5.00 points and less then 4.00 points was learning style of assimilator and accommodator by less then 4.22 points. The preservice special education teachers of left-brain preference were learning style of accommodator and diverger. The preservice special education teachers of both-brain preference were learning style of assimilator and accommodator. And the preservice special education teachers of right-brain preference were learning style of assimilator, accommodator and diverger. The significance of this study findings’s was to unfold the relationship in the features of brain preference and learning style of preservice special education teachers. From the results of analysis, the followings can suggested. First, the subjects in this study were students of special education major in three Universities, Therefore, the findings might not be generalizable. And the reliability of Brain Preference Indicator(BPI) was poor. Secondly, moreover, it is necessary to investigate the a relationship In the features of brain preference and learning style of students with special needs. And it is necessary to compare the a relationship in the features of brain preference and learning style of students with special needs and special education teachers.

예비특수교사, 뇌선호도, 학습유형, preservice special teacher, Brain Preference, Learning Style

민천식 Chun Sik Min

DOI:10.19049/JSPED.14.3.03 Vol.14(No.3) 49-69, 2013

This paper is a study for a look at the current status and challenges of korea inclusive education. To see the current status of inclusive education in korea, inclusive education that included in 「The 3rd special education development five years plan (``08~``12)」, the 2011 「Congressional reporting」, and 「2012 Special education operating plan」 were mainly analyzed. To see the challenges of inclusive education in korea, I have conducted in-depth individual interviews and discussions with eight elementary school teachers who were majored in special education at graduate school, and were experienced in integrated classroom. The conclusions obtained from the results are as follows. Inclusive education in korea has been actively promoted in the physical dimension. But in order to operate efficiently inclusive education, professional teacher’s education can be responsible for integrated classes, and activation plan of individualized education is an urgent problem.

한국 통합교육 현황, 통합교육 해결과제, korea inclusive education, current status, challenges

김경진 Kyung Jin Kim

DOI:10.19049/JSPED.14.3.04 Vol.14(No.3) 71-84, 2013

This study aimed to examine an effect of a sign language lecture on the disability awareness of non-disabled university students. For this purpose, 10 items were selected by analyzing short-answers in the lecture evaluation of students of Y University who took the sign language lecture from 2003 to the second semester of 2012. With the selected items, the 1st survey was carried out to 50 students who took the lecture in the 1st semester of 2013. Finally 5 items were selected to take an in-depth interview with 5 participants. The findings are as follows. Firstly, majority students taking the sign language lecture were benefited from the class to understand the disabled persons and their awareness was turned from negative to positive. Secondly, students could understand life and culture of the Deaf by learning the sign language. Thirdly, the study found out the need of reinforcing roles of the disabled student support center and of opening a course for disabled understanding as a liberal arts subject. Fourthly, it is necessary to expand opportunity of disabled person special admission system to provide an opportunity to interact between the disabled students and the non-disabled students.

수화, 농인, 장애인, sign language, Deaf, the disabled

정은주 Eunju Jung

DOI:10.19049/JSPED.14.3.05 Vol.14(No.3) 85-110, 2013

Recently, the attention to the interventions for elementary school students with problem behaviors in inclusive classrooms are increasing. The purposes of this study were to review the recent literatures on applying Positive Behavior Support (PBS) in the inclusive classrooms in elementary schools and to analyze the intervention strategies and educational effectiveness for PBS as well as the research trends appeared in the research. The search procedures through the Web-database systems were implemented to find the proper studies, and a total of 10 articles from 1997 to 2013 were included in this review. The results, first, indicated researchers had more interests in third and fourth graders as subjects and in providing interventions at a individual level than at a universal level. The single subject study method was mostly implemented as a research method. The PBS interventions were implemented mostly in the area of classrooms rather than other places. Intervention periods appeared in papers were diverse, but those did not go beyond one semester. Most researchers preferred observation methods for examining the effectiveness of PBS interventions. Results also found that the most frequently used strategies applying PBS were the ‘use of classroom rules’ as a universal level and antecedents intervention and consequences intervention as a individual level. Finally, the PBS interventions at both a individual level and a universal level were effective in reducing the problem behaviors. Implications and suggestions based on the results were discussed.

긍정적 행동지원, 중재전략, 효과성, 초등학생, positive behavior support, PBS, intervention strategies, effectiveness, elementary school students

김귀연 Kuiyoun Kim , 최미점 Mijum Choi , 곽승철 Seungchul Kwak

DOI:10.19049/JSPED.14.3.06 Vol.14(No.3) 111-131, 2013

The purpose of this study was review experimental papers on the intervention of family participation by children with autism disorder which were written between 2007 and 2013 and examine factors related to effective family participation intervention programs. To this end, 21 papers which satisfied the selection standard were analyzed in goals of family education/ intervention and methods, modes, environment, and content factors of family education/training. According to the analysis result, family participation intervention goals mostly concerned research on children’s development, and there were studies of interaction between parents and children, behaviors of children, and parents mental health and perception as intervention goals. As study methods, most studies involved a single subject and the age of the children was largely 5 years old or over. The intervention environment was mostly homes, or homes and institutions, and individual education/environment was most frequent as intervention modes. As intervention methods, there were different methods such as lectures, textbooks, showing examples, role plays, and provision of feedbacks, and intervention content was various including communicationcentered strategies, problematic behavior-reduction strategies, and pivotal response training in accordance with intervention goals.

자폐성장애, 가족 참여, 중재, autism disorder, family participation, intervention

윤현숙 Hyeon Sook Yoon , 전병진 Byoungjin Jeon

DOI:10.19049/JSPED.14.3.07 Vol.14(No.3) 133-148, 2013

The purpose of this study was performed to provide the basic data for disability friendly campus through verifying the decisive factors on the attitude for the buddy between university students with and without disabilities. The questionnaires were composed of the becoming buddy, helper participant level, degree of disability in the admission department allowed, social distance, interpersonal and self-esteems, total 20 items. Data collection was Google word tools, returned 24.3%, final analysis data were 219 cases. Results, The average difference between the special admission students with and without disabilities showed that the with group was higher than the without in statistical significance for the becoming buddy(p < .000), the helper participant level(p < .000), the social distance(p < .000), degree of disability in the admission department allowed(p < .000). Lastly, investigation of the causality of becoming buddy revealed that the social distance and helper participant level, degree of disability in the admission department allowed were influential factors. Therefore, this study on the social distance between non-disabled college students and disabled college students to make narrow, improving awareness of disabled people, will disability friendly campus build.

친구되기 프로그램, 비장애대학생, 장애친화적 캠퍼스, Non-disabled college students, Disabled college students, Disability friendly campus, Buddy program

나용기 Yonggi Na , 김삼섭 Samsup Kim

DOI:10.19049/JSPED.14.3.08 Vol.14(No.3) 149-170, 2013

The purpose of this study, as a study for developing job success factors of people with disabilities thought by co-workers, is to validate preliminary criterion of job success factors through a preliminary examination. For this, a preliminary investigation was conducted targeting 113 Co-workers of people with disabilities. The criterion, which consist of 63 items of 7 factors, of job success of people with disabilities thought by co-workers were developed. For this, an item internal consistency and an exploratory factor analysis were conducted. We found out that job success Factors of People with disabilities thought by Co-workers consist of 3 items of Working attitude factor, 7 items of production factor, 3 items of Safe factor, 17 items of Adapt working factor, 12 items of social factor, 10 items of Self-management factor, 11 items of Support activities factor. Lastly, the implication, limitation and suggestions of this study were discussed.

직업성공 요인, 직장동료, 장애, 신뢰도, 타당도, job success Factors, Co-workers, disabilities, reliability, validity

이숙향 Suk Hyang Lee

DOI:10.19049/JSPED.14.3.09 Vol.14(No.3) 171-199, 2013

The purpose of this study is to investigate impact of individual and class -wide application of Self-Determined Learning Model of Instruction (SDLMI) on self-determination, academic engagement behaviors, and goal-attainment of students with disabilities along with the impact on teacher efficacy of special education teachers and attitudes of general education teachers toward inclusive education. Fifty students with disabilities(25 students in the experimental and control group, respectively), 27 special education teachers, and 49 general education teachers participated in this study. Teacher training was provided for special education teachers in the experimental group before intervention and instructional supports were also given for the teachers during intervention. Pre- and post-tests of relevant dependent variables were conducted before and after the intervention for students with disabilities and teachers in the experimental and control groups. The results of analyses of differences between pre- and post-tests in both groups showed that individual and class-wide application of SDLMI had positive influence on self-determination, academic engagement behaviors, and goal-attainments of students with disabilities. In addition, teacher efficacy of special education teachers were increased. However, there was no statistically significant changes in attitudes of general education teachers toward inclusive education . Based on this results, implications for future study related to SDLMI were provided.

자기결정교수학습모델, 장애학생, 통합교육, 자기결정, 교사효능감, Self-Determined Learning Model of Instruction(SDLMI), Students with disabilities, Inclusive education, Self-determination, Teacher efficacy

남인수 In Soo Nam , 최성규 Sung Kyu Choi

DOI:10.19049/JSPED.14.3.10 Vol.14(No.3) 201-228, 2013

The purpose of this study was to investigate the effect of exercise ability beliefs on achievement goal orientation and task persistence of deaf students in physical education classes. The subjects of this study consisted of 405 deaf students in the special middle and high school. The used instruments were the Park & Kim(2010) for measuring exercise ability beliefs scale, the Park & Jang(2009) for measuring achievement goal orientation scale, and the Park & Lee(2010) for measuring task persistence scale. The data were analyzed by t test, one way MANOVA, multiple regression analysis, correlation analysis, factor analysis as a statistical method. The results of this study was as follows. First, in the exercise ability beliefs, male students were higher gift and learning than female students. And high school students were higher learning and improvement than middle school students. Second, in the achievement goal orientation, male students were higher performance approach goal than female students. But, female students were higher performance avoidance goal than male students. Third, high school students were higher task persistence than middle school students. Forth, in the relationships between exercise ability beliefs and achievement goal orientation of deaf students, stable, learning, and improvement positively influenced to mastery approach goal, and both stable and gift positively influenced to mastery avoidance goal, and gift positively influenced to performance approach goal, and stable positively influenced to performance avoidance goal. But, improvement negatively influenced to performance avoidance goal. And in the relationships between exercise ability beliefs and task persistence of deaf students, all of the gift, learning, improvement positively influenced to task persistence. In the relationships between achievement goal orientation and task persistence of deaf students, mastery approach and mastery avoidance goals positively influenced to task persistence but, performance avoidance goal negatively influenced to it.

운동능력믿음, 2×2 성취목표성향, 과제지속성, 청각장애학생, exercise ability beliefs, 2×2 achievement goal orientation, task persistence, deaf students

김영걸 Young Gull Kim , 권기홍 Ki Hong Kwon , 윤정하 Jeong Ha Yoon

DOI:10.19049/JSPED.14.3.11 Vol.14(No.3) 229-252, 2013

The purpose of this study is research for directive related to the Ministry of Education in school records writing and management guidelines and the history and the meaning for special education. It was reviewed for research the revised directive for school records writing and management guidelines From December 1997 to February 2013, a total of 18 times. And It was analyzed to focus at special education and related contents. In result to analysis that the directive for school records writing and management guidelines divided into The first stage computational beginning (National Education Information Systems), the second computerized generator (Education Business Systems), the third computational fuser(New NEIS) as Computerized processing system. Related to special education, the main contents are as follows: Directive No. 676 - an explicit treatment education. Directive No. 719-preserving data on the basic curriculum for students For contents of therapeutic education has been deleted in directive No. 228 because of completion apply to the curriculum. However, the legal basis is required so you can record that the required educational activities for students who need special education at school records as NEIS IEP. And it was required to improve the NEIS system for related work to handle.

교육부 훈령, 학교생활기록부, 특수교육, 전산처리 시스템, directive, school records, special education, Computerized processing system

홍정숙 Jeong Suk Hong

DOI:10.19049/JSPED.14.3.12 Vol.14(No.3) 253-279, 2013

The purpose of this study was to analyze the historical changes and characteristics of Japan`s education curriculum on students with intellectual disabilities, which is most similar to Korea`s basic curriculum, thereby suggesting the implications of the findings on Korea`s basic curriculum. To this end, this study has drawn the following main points. First, Japan`s curriculum on students with intellectual disabilities has the nature and status of an alternative curriculum. This curriculum consists of the contents and structures tailored to disabled students who are unable to complete general curriculums, including not only students with intellectual disabilities, but also students with severe and multiple disabilities. The curriculum has also revised its contents and standards by recognizing the progression of disabilities in terms of severity and multiplicity in students who are subject to special education. Second, while Japan`s curriculum on students with intellectual disabilities pursues originality centered on daily living, it also has a large part in common with general curriculums. Third, Japan has revised its teaching guidelines for special education support schools, including the curriculum for students with intellectual disabilities, under a unitary system that also oversees its general curriculums. Based on these results, this study discussed implications on Korea`s basic curriculum.

일본, 지적장애 교육과정, 기본교육과정, Japan, Curriculum on students with intellectual disabilities, Basic curriculum for special education

허선 Sun Heo , 문현미 Hyun Mi Mun

DOI:10.19049/JSPED.14.3.13 Vol.14(No.3) 281-305, 2013

This study aims to investigate to the effectiveness of Nanta activity with Nanta drums on stress and self-esteem of students with intellectual disabilities The subjects in this study were 30 students in a special education school, who has intellectual disabilities, no sensory imparements, and ability to communication. They were divided into half, and 15 of them were placed in the experimental group and the other 15 in the controlled group. The homogeneity of the two groups was proven, before the program was implemented, by independent t-test over preliminary stress and self-esteem test, intelligence, and adaptive behavior. The independent variable was Nanta activity with Nanta drums, and the dependent variable was the change of stress and self -esteem. The program of Nanta activities was carried out 4 times a week for 12 weeks. The change of stress and self-esteem were measured with the self-esteem inventory (SEI) test and the self rating stress scale. The result showed as the follows. First, the stress of the experimental group decreased statistically significantly on the global score and the three subscale scores of parents, peer, and teacher/school related stress, compared to that of the control group. statistically decreased change Second, the self-esteem of the experimental group increased on average more than that of the control group, but there was no statistically significant difference on the global score and the four subscale scores of self, peer/social, home/ family, and school related self-esteem. In conclusion, this study implies that Nanta activity with Nanta drums has a positive effect to reduce the stress of students with intellectual disabilities.

난타활동, 지적장애, 스트레스, 자아존중감, Nanta Activity, Intellectual Disability, Stress, Self-Esteem

김병하

DOI: Vol.14(No.3) 307-315, 2013