김두영 Doo Young Kim , 박원희 Won Hee Park

DOI:10.19049/JSPED.14.4.01 Vol.14(No.4) 1-25, 2013

The current study was implemented to understand the trend of setting programs for adults with disabilities at night school nationwide with applying classification system of lifelong-education for people with disabilities. 20 out of 36 night school for people with disabilities were participated and 164 programs which were ongoing at those schools currently were analyzed. The programs were classified into 6 different categories; type, purpose, content, for whom, method, and program location. Among 6 types of life-long programs for people with disabilities through the ratio of academic ability of supplementation education was the highest(32.3%). The next highest type was culture-art education(24.4%). The results of more detail classification showed that among 18 types of life-long programs, the ratio of secondary academic ability of supplementation education programs was the highest(23.2%). The second one was programs about Korean alphabet literacy(17.7%). Moreover, the results of cross-tab analysis was added. Finally the suggestions on life-long education programs for people with disabilities were presented based on the results.

평생교육, 개설정향성, 장애인 평생교육, 평생교육 프로그램 분류, 장애인 야학, life-long education, opening orientation degree, life-long education for people with disabilities, classification system of lifelong education, night school for people with disabilities

서유진 You Jin Seo

DOI:10.19049/JSPED.14.4.02 Vol.14(No.4) 27-56, 2013

With perspectives of positive psychology, positive perceptions and experiences play important roles for families of students with disabilities to deal with and solve various problems, and enjoy happiness in their lives. Considering of the important roles of these positive perceptions and experiences, the purpose of this study was to collect 18 qualitative studies which investigated the lives of families with students with disabilities and to analyze the results related to their positive perceptions and experiences. Also, the study was to identify with the categories and themes from the results, and to analyze them based on the elements of well-being in positive psychology. As the results, a total of 10 categories, for example, new perspective on life, gratitude and satisfaction on the growth and achievement of students with disabilities, and having love with and believing on students with disabilities and all elements of well-being in positive psychology except for social integration and social coherence were identified. Based on these results, a variety of social policy and program, and roles for members of our society to support families with students with disabilities were discussed.

장애학생 가족, 긍정심리학, 정신건강, Families of Students with Disabilities, Positive Psychology, Well-being

김자경 Ja Kyoung Kim , 강혜진 Hye Jin Kang , 김주영 Joo Young Kim

DOI:10.19049/JSPED.14.4.03 Vol.14(No.4) 57-80, 2013

The purpose of this study is to classify types of learning difficulties for the children who are at-risk for learning disabilities from low-income families and compare cognitive ability and academic achievement among them. The subjects of this study were 145 children who might have learning disabilities from low-income families. Two test of K-WISC Ⅳ, Stroop Color and Word Test were used to measure the cognitive characteristics for them. A test of KISE-BAAT were used to measure the academic characteristics for them. The results of this study are as follows: First, types of learning difficulties for the children who are at-risk for learning disabilities from low-income families showed highly in order of no -difficulties > writing-mathematics difficulties > reading-writing-mathematics difficulties > writing difficulties > mathematics difficulties > reading-writing difficulties > reading difficulties. But, there was not type of reading-mathematics difficulties. Second, there were differences among four groups in the total score and all sub-test of K-WISC Ⅳ. There were differences among four groups in the Stroop color, Stroop word, Stroop color-word of Stroop Color and Word Test, but not Stroop intervention. Third, there were differences among four groups in the total score and all sub-test except pre-skills of reading test. There were differences among four groups in the total score and all sub-test of writing and mathematics test.

저소득층, 학습장애 위험군, 학습문제 유형, 인지 특성, 학업 특성, low-income families, children at risk for learning disabilities, types of learning difficulties, cognitive ability, academic achievement

민수진 Soo Jin Min

DOI:10.19049/JSPED.14.4.04 Vol.14(No.4) 81-112, 2013

Many students with learning disabilities have experienced motivational difficulties resulted in low academic achievement, negative learning attitude, and school maladjustment. Recent instructional approaches focused students’ motivation and maintenance. The purpose of this study is to investigate features and future directions regarding systematic motivational designs for students with learning disabilities. For this, domestic and international literatures published for the last 10 years were reviewed. A total of 19 papers, 7 Korean studies and 12 oversea studies were analyzed in terms of motivational components and related factors. A total of 5 experimental studies and 14 research studies were identified. First of all, articles’ overall features were compared each other and then, re-analyzed by Keller’s ARCS motivational model in relation to four categories attention, relevance, confidence, and satisfaction. Finally this paper discussed advantages and limitations in applying the ARCS motivational model in special education.

학습장애, 동기 요소, ARCS 동기모델, IEP, 동기설계, learning disabilities, motivational components, ARCS model, motivational design

원성옥 Sung Ok Woon , 김경진 Kyung Jin Kim , 허일 Il Heo

DOI:10.19049/JSPED.14.4.05 Vol.14(No.4) 113-132, 2013

The purpose of this study was to review the papers about application of Korean sign language and signed Korean in education for deaf students, especially about bilingual approach which received much attention recently. The research method is the review of literatures (curriculums for deaf students, national textbooks, books & papers for sign language in deaf education etc.) and materials for teaching of sign language). The results of the present study was as follows: The languages applied in education for deaf students were divided into two languages (Korean Sign Language & Signed Korean). First, signed Korean (SK, Sign versions of Korean language) has been adopted for deaf students to see the Korean language. Second, Korean sign language (KSL) has been adopted for communication between teachers and deaf students or among deaf students, and presenting/explaining the contents and lessons to deaf students. The purposes and practices of the applications of SK and KSL were arranged in order of curriculum revision for deaf students. Also, The teaching and learning materials were proposed for teachers and deaf students to learn SK and KSL.

이중언어 접근, 자연수화, 한국수화, 한국어대응수화, 수화 교수 자료, bilingual approach for deaf students, Korean sign language, signed Korean

옥정달 Jung Dal Ok , 윤병천 Byung Cheon Yoon

DOI:10.19049/JSPED.14.4.06 Vol.14(No.4) 133-146, 2013

The purpose of this study is to know that how many nation’s special educator training universities offer the subjects related to hearing impairment education. Firstly, there are forty universities, which train 1,811 special teachers in our nation : 245 early childhood special teachers from 9 universities, 380 elementary special teachers from 15 universities, 463 secondary special teachers from 17 universities, 286 adapted physical teachers from 10 universities, and 438 common special teachers form 13 universities. Secondly, there are subjects related to hearing impairment education on offer in every university which has special education department. According to the course, they are offered as a major required course in 19 universities. Also, as a major choice course in 24 universities and as both major required course and major choice course in 7 universities. In conclusion, while 44 percent of the universities offer the subject as a major required course. the rest 56 percent of them offer it as a major choice course. It means that some of special teachers do not complete the course in hearing disorder education and it is the problem in the special teachers training system.

청각장애, 특수교육, 특수교육 교사, 교사양성, hearing impairment, special education, special teacher, teacher training

민은주 Un Ju Min

DOI:10.19049/JSPED.14.4.07 Vol.14(No.4) 147-162, 2013

This study compared the results of evaluating the interpretation competencies of the students taking ‘Educational Interpretation’ in Department of Sign Language Interpreting Education in N University. Student evaluations were requested from educators in charge of sign language interpretation to investigate whether or not evaluation standards could be coordinated and the cases were analyzed. Four evaluators graded the interpreting results of five students who obtained excellent scored in the final evaluation among students who took the course, ‘Educational Interpretation’ in the first semester of 2013 and freely describe detailed evaluation standards. As a result, even though they had similar evaluation standards, evaluators gave different priorities in application to show big differences in evaluation results. Two evaluators who had showed the greatest difference among four evaluators passed through the coordination process to investigate where or not the coordination could be made to overcome the difference among evaluators. As a result, it was found that evaluation standards were able to be coordinated. There was the accordance rate of 66.7% as a result of evaluating the final exams of all students who had taken the course based on the coordinated standards. Lastly, as a result of putting the third evaluator who had not been involved in the previous evaluation to evaluate all students, the accordance rate with the results of the previously coordinated evaluators was significantly low. This result proves that the objectivity of evaluation can be secured through the coordination of evaluation standards. Therefore, it is implied that it is necessary to prepare evaluation standards in the curriculum for prospective interpreters.

한국수화, 교육통역, 평가비교, Korean sign language, educational interpretation and comparison of evaluations

김형준 Hyoung Jun Kim , 곽승철 Seung Chul Kwak

DOI:10.19049/JSPED.14.4.08 Vol.14(No.4) 163-187, 2013

This paper is written to understand a father who has a child with autism spectrum disorders. Deleuze``s thought, one of various branches of Poststructuralism, is used as a method for understanding. Hence each chapter is constructed by the concepts of deleuze``s thought. In chapter 1, the scientific study which tries to obtain answers to a given problem is discussed by using the concept of ``problematization``. And then the reason why a father who has a child with disabilities is selected as a way of flight from the scientific study is clarified. Also to connect these logical problems, the concepts of ``involuntary`` and ``event/sense`` are presented as a method by which the problems are constructed. And as a addressing ``becoming-minority`` in practical context of study, consequentially this study is came to the experimental writing which articulate participant``s life in itself. In chapter 2, within a concept of ``surface`` on which matter and culture meet, a father``s life as a field of genesis of events which construct a life and serialization and stratification of events is understood. In chapter 3, the way of life which the father found and made from his life is studied through the concept of ``becoming-``, and expanding his case to universal dimension, direction in which ``becoming-`` advances is explored. In chapter 4, finally, by using the concept of ``text``, a methodology working by externality of study connect with the concepts of ``virtuality`` and ``becoming``, the direction in which educational study as experimental writing advance is presented.

자폐성 장애, 아버지, 가족, 질적 연구, 방법론, 후기구조주의, 들뢰즈, autism spectrum disorders, father, family, qualitative research, methodology, post-structuralism, Deleuze

손호식 Hosik Son , 장현숙 Hyunsook Jang

DOI:10.19049/JSPED.14.4.09 Vol.14(No.4) 189-209, 2013

The Stroop tests have been used widely to examine how people process conflicting information. This study aimed at developing auditory and visual Stroop tests with Korean, Sino-Korean and English words, and to examine the interaction between the meaning and laterality of words; age, ear, and language effects were also investigated. The words “left” and “right” spoken by a male speaker or printed on a computer screen were presented on the left or right ear or side of the screen. In an auditory alone, visual alone, and auditory-visual condition, the word meaning was congruent or incongruent with the presentation side. On each trial, subjects reported the word meaning or presentation side as quickly and accurately as possible, with the dependent variables being response time and accuracy. Twenty adults and 18 children participated. In the auditory Stroop test, there was no significant difference in response accuracy or time between the meaning and side information; incongruent meaning information interfered with side reports. Effects were significant for age but not for ear or language. In the visual Stroop test, subjects responded faster and more accurately when reporting side, instead of meaning, but were not affected by congruency of side and meaning; there were no differences between languages. The visual Stroop test also showed significant performance differences between age groups like the auditory Stroop test; that is, the adults responded more quickly and accurately than the children. In conclusion, the subjects performed faster and more accurately in response to the presentation side than to the meaning of the words. Moreover, visual information had more influence on the processing of audio-visual information than the reverse. The adults’ performance was much faster than the children’s, implying that children need more time to ignore irrelevant information. Though there were differences between congruent and incongruent information conditions, they were not always significant. The present Stroop tests could be used to examine executive functions of normal hearing subjects processing auditory and visual information; further work will extend to the hearing impaired.

스트룹 효과, 청각 스트룹 검사, 시각 스트룹 검사, 방향성, Stroop test, auditory Stroop, visual Stroop, laterality

백상수 Sangsu Baek

DOI:10.19049/JSPED.14.4.10 Vol.14(No.4) 211-231, 2013

The purpose of current study is to examine early childhood special education teachers’ perceptions of importance, implementation and competence of DEC’s child-focused recommended practices(DECRP). Importance-Performance Analysis, Competence-Performance Analysis were conducted to identify poorly implemented individual practices among all 27 practices under three sub categories of ‘environmental design’, ‘individualized practice’, and ‘systematic procedures’. Overall, there were very strong and significant correlations among the three categories. Most respondents felt the DECRP was important and they were competent implementing them. Respondents also believed that they frequently implemented the DECRP in their classrooms. However, there were statistically significant difference between importance and implementation and between competence and implementation as well. Although various practices were identified as ‘need to be improved’ practices, most weak practices were from environmental design category. A discussion of the limitations of the current study are suggested. Implications for future research and teacher preparation also are discussed.

DEC 추천된 실제, 아동 중심 중재 전략, 중요도-실행도 분석, 효능감-실행도 분석, DEC recommended practices, Child-focused practice, Importance- Performance Analysis, Competence-Performance Analysis

마틴사냐 Sonya N Martin , 임성민 Sungmin Im

DOI:10.19049/JSPED.14.4.11 Vol.14(No.4) 233-268, 2013

Promoting self-determination has become an increasingly important goal for programs serving students with Special Education Needs (SEN). Research examining self-determination in relation to transition education has emerged as an important topic in the field of Special Education. While studies have shown self-determination training provides considerable benefits related to post-secondary outcomes, students continue to be excluded from participating in a decision-making capacity during planning sessions for Individualized Education Programs (IEP) or Individualized Transition Programs (ITP). In this paper, we draw from a body of research in the field of science education to argue for “cogenerative dialogue” as a beneficial instructional strategy special educators and content area teachers could use to expand selfdetermination practices of SEN students. We provide examples of how this structured discourse method has been implemented by teachers and researchers to engage students in participatory dialogue about how to improve science teaching and learning. We conclude by raising questions about the efficacy of utilizing this method in different cultural contexts and we offer directions for future research on using cogenerative dialogue to expand self-determination practices of SEN students in Korea.

자기결정성, 전환교육, 공동생성적 대화, 통합과학교육, self-determination, transition education, cogenerative dialogue, inclusive science education

김상호 Sang Ho Kim , 김원경 Won Kyung Kim

DOI:10.19049/JSPED.14.4.12 Vol.14(No.4) 269-291, 2013

The purpose of this study was to examine which influence the realtime feedback intervention with application of image analytical program (Dartfish Software) had upon improvement in boccia athletic skill of boccia players with cerebral palsy in BC level 3. This study was progressed by applying the multiple baseline design method across subjects targeting 3 boccia players in BC level 3 who are attending H special school in Seoul. Checklist corresponding the measurement method was used to the target movement by throwing a ball 10 times, respectively, in order to measure the appearance of applying accurate skills of 4 skill spheres(sticking skill, removing skill, striking & sticking skill, removing & sticking skill) in boccia. Subjects were tested baseline and were intervened by being offered real-time feedback along with analysis of their own pitching movement by using the function “In the action” of the image analytical program(Dartfish Software Live 5.5), and were performed maintenance test over twice after tasking a 3-week rest. Accordingly, the intervention of real-time feedback with the use of image analytical program played an effective role in improving the four skills; sticking skill, removing skill, and striking & sticking skill, and removing & sticking skill of boccia players with cerebral palsy in BC level 3. These skills can be said to be effective on improving athletic performance.

뇌성마비, 보치아, BC 3급, 영상 분석, 동영상, 실시간 피드백, 다트피쉬, Cerebral palsy, Boccia, BC level 3, Image analysis, Real-time feedback technique, Dartfish software

이성봉 Sung Bong Lee

DOI:10.19049/JSPED.14.4.13 Vol.14(No.4) 293-311, 2013

The purpose of this quantitative study was to suggest instructional directions about the self-determination in transition education by investigating the relationship between self-determination ability of individuals with intellectual disabilities and the employment after graduation, the employment status, and the employment duration. The participants were 107 individuals with intellectual disabilities from transition programs at four special education schools and three facilities for individuals with disabilities located in Seoul, Gyeonggi-do, and Chungcheong-do. The major findings were as follow. First, followed by the employment of individuals with intellectual disabilities, there was a significant difference in self-determination ability. The selfdetermination ability of the employed was higher than the unemployed. When it comes to the influence of the subdomains of the self-determination on their employment, there were statistically significant differences in the autonomy and the self-regulation. The higher the score of the autonomy and the selfregulation was, the higher the possibility of employment was. Second, followed by employment status, there was a significant difference in the self-determination ability. The self-determination ability of individuals with disabilities in general employment was higher than the sheltered employment. In terms of the influence of the subdomains of the self-determination on the employment status, there was no statistically significant difference. Third, followed by the duration of employment, there was a significant difference in the self-determination ability. The self-determination ability of the employed who have worked for less than a year was higher than those who have worked for more than a year. In respect of the influence of the subdomains of the self-determination on employment duration, it was statistically meaningful. As the score of the self-regulation was higher, the possibility to be included in the group which have worked for less than a year was higher. Based on the results of the investigation, this study has provided discussions and suggestions relating to the preceding studies.

지적장애인, 자기결정, 취업 성과, 전환교육, Individuals with intellectual disabilities, Self-determination, Career Achievement, Transition Education