차향미 Hyang Mee Cha , 이해균 Hae Gyun Lee

DOI:10.19049/JSPED.15.1.01 Vol.15(No.1) 1-21, 2014

This study was done, targeted at teachers in general schools, to find out the actual state of the educational support offered to students with low vision and look at what educational supports are needed to teachers and students with low vision for the visually impaired students’ inclusive education. Findings from the research are as follows. Firstly, it turns out that special teachers(less than five years of teaching experience) in charge of resource room had the most understanding of low vision and supported the most revision of learning environment considering the characteristics of visual impairment. Secondly, special teachers with high level of understanding of low vision looked upon friendship as the greatest difficulty students with low vision had in their school lives and both special teachers and general teachers who took training sessions related to special education, the offer of suitable assistive technology device as needed educational support preferred to students with low vision. Thirdly, to teach students with low vision, educational support needed most to teachers themselves is career guidance and psychology consultation, followed by information on instructional methods applicable to ophthalmopathy and visual function, knowledge on computer programs concerned with visual impairment, information on assistive technology device and how to use it, consultation with education specialists for the visually impaired students, how to revise learning environment, and how to teach Braille.

통합교육, 저시력, 교육지원, inclusive education, low vision, educational supports

정윤우 Yun Woo Jung , 정동영 Dong Young Chung

DOI:10.19049/JSPED.15.1.02 Vol.15(No.1) 23-53, 2014

The purpose of this study was tried to test those factors by setting up a relation model of them to present the developmental expertise and implementation adaptability appropriate for students with severely intellectual disability. The research questions selected for the sake of achieving the purpose of this study are as follows. ‘What is the structural relationship between developmental and implementation factors of the curriculum for students with severe intellectual disability?’ The results of this study can be summarized as follows. The factors that had direct influence on the Implementation of the curriculum for severe intellectual disability were curricular knowledge and attitudes, but curricular skill did not affect the Implementation of the curriculum. This means that the curriculum development factors including curricular knowledge and attitudes are important for the Implementation of the curriculum for students with severe intellectual disability. Also, curricular attitudes toward the development of the curriculum for students with severe intellectual disability turned out to have greater influence on Implementation than on curricular knowledge. And, though curricular knowledge did not have influence on the Implementation of the curriculum, curricular knowledge, skill, and attitudes had correlations with each others rather than respectively being independent in the development of the curriculum for severe intellectual disability.

중도 지적장애학생 교육과정, 교육과정 개발, 교육과정 실행, curriculum for severe intellectual disabilities, Developmental factors of curriculum, implementation factors of curriculum

박찬영 Chan Young Park , 최성규 Sung Kyu Choi

DOI:10.19049/JSPED.15.1.03 Vol.15(No.1) 55-77, 2014

The purpose of this study was to compare the special and general class teachers’ perception toward deaf culture. 400 special teachers and 400 general class teachers, hearing impaired students were studying, who were teaching at regular school in the level of elementary, middle, and high school were participated for this study. The questionnaire was constructed with 27 questions, and analyzed with factor analysis. Factor analysis, t test, correlation, and regression were utilized for this study. The results of this study were that the special class teachers indicated biculturalism toward deaf culture but the general class teachers indicated as a disability to culture. The general education teachers recognized sign language as the language that the deaf students used to communicate, but they did not regard that the deaf students were using two languages and in part of two cultures. Additionally, the general education teachers were positive to the use of sign language for the deaf students. In sum, for the development of deaf education in Korea, it is necessary to alter perception about deaf culture, from deafness as a disability to culture. Additionally, more educational programs that can promote this perceptional change should be developed based on a bilingual-bicultural approach.

청각장애교육, 농문화, 통합교육, 교사 인식, 특수학급 교사, 원적학급 교사, Education for hearing impaired students, Deaf culture, inclusive education, teacher perception, Special class teacher, General class teacher

조태곤 Tae Gon Cho , 김용욱 Yong Wook Kim , 우정한 Jeong Han Woo , 김경일 Kyung Il Kim

DOI:10.19049/JSPED.15.1.04 Vol.15(No.1) 79-98, 2014

Inclusive education of students with disabilities in special education are emphasized, qualitative research for inclusive education is also increasing. This research was performed for analysis on the trend in qualitative research in inclusive education. First, 31 papers on qualitative research in inclusive education were selected. And selected papers were analyzed by analysis criteria of seven kinds: type of research, theme of research, the number and type of participants, data collection methods and periods, data analysis methods, verisimilitude verification, and level of school. As a result, the type of research were phenomenology, grounded theory, case studies, other types. Themes of research were mostly related to a special classroom teacher and inclusive classroom teacher. The number of participants were mostly 6~10 people and in the type of participants, teacher were mostly. In the data collection methods, in-depth interviewing among interaction method were mostly, and data collection period were 1~5 months evenly. In the data analysis method, constant comparison method and method of transcriptionㆍcodingㆍtheme generated were mostly, and in verisimilitude verification, participant check and member check were mostly. Finally, in the level of school, research of nurseryㆍkindergarten and elementary school were mostly. Based on these findings, implications for the future direction of qualitative research in inclusive education are presented.

통합교육, 질적 연구, 연구 동향, inclusive education, qualitative research, analysis of the trend

박영근 Yung Keun Park , 윤세열 Sae Yeol Yoon , Brian Hand , William Therrien , 김용욱 Yong Wook Kim

DOI:10.19049/JSPED.15.1.05 Vol.15(No.1) 99-128, 2014

The purpose of this study was to investigate the effects of an argument -based inquiry approach for creating a student-centered classroom environment and its relations with improving the critical thinking skills of students with special needs in such a classroom. This study will also introduce the Science Writing Heuristic (SWH) as an argument-based inquiry approach to the field of Korean special education. From forty-eight public elementary schools in the American Midwest, twenty-four schools were designated as the treatment group and the remaining as the control group. All students had special needs and were in an inclusive classroom. Students in the treatment group were immersed in a learning environment where a strong emphasis was placed on student-centered argumentation, while those in the control group learned science in a teacher centered traditional manner. Teachers in the treatment group that use the Science Writing Heuristic (SWH) instruction as an argument-based inquiry approach tended to create a more student centered classroom environment, while those in the control group had a more teacher-centered classroom. In the second part of the study, based on analyses of their performances, which were video-recorded, the treatment group teachers were designated either as student-centered group or as teacher-centered group. The students of the student-centered SWH classrooms showed a more significant improvement in their critical thinking skills than the students from the teacher-centered SWH classrooms. The studentcentered argument-based inquiry approach emphasized dialogical interactions among students and their active engagement in scientific inquiry more than the teacher-centered argument-based inquiry approach. The former approach provides meaningful learning experiences through argumentation in a science classroom, and will contribute toward building the critical thinking skills of students with special needs in Korean elementary schools.

논의를 강조한 탐구학습법, 탐구적 과학 글쓰기 활동, 비판적 사고력, 학생 주도적 교실, 교사 주도적 교실, argument-based inquiry approach, science writing heuristic, critical thinking skills, student-centered learning, teacher-centered learning

박계숙 Gye Suk Park , 정진자 Jin Ja Chung

DOI:10.19049/JSPED.15.1.06 Vol.15(No.1) 129-160, 2014

The purpose of this study is to figure out the effect of art appreciation class based on the universal design for learning on appreciation attitude and learning behavior of students in elementary schools for visual impairment. The subjects in this study was 21 students, 11 4th grade students(9 male students, 2 female students) and 10 6th grade students(5 male students, 5 female students). The universally designed art appreciation program, which was planned by the researcher, was conducted 20 times in total for 10 weeks and twice a week for each grade. Also, the lead time for each round of time was 40 minutes and the results gained from the program are as follows. First, the appreciation attitude of the students of elementary schools for visual impairment, that is to say the adequacy between the art class and educational goals and the application of appreciation activity had a positive influence from the art appreciation activity based on the universal design for learning. Second, the art appreciation activity based on the universal design for learning had a positive effect on the art learning behavior of the students of elementary schools for visual impairment. The following result of the study was able to identify its high value in education, in the sense that the art appreciation activity based on the universal design for learning was effective on improving appreciation attitude and observation ability of the students of elementary schools for visual impairment. Therefore, on the basis of this result, it is necessary to systematically expend the teaching-learning method, which was connected with the universal design education, for the promotion of the educational effect on art appreciation activity of the visually impaired students.

시각장애, 미술 감상활동, 감상태도, 학습행동, visual impairment, art appreciation activity, appreciation attitude, learning behavior

박동진 Dong Jin Park

DOI:10.19049/JSPED.15.1.07 Vol.15(No.1) 161-192, 2014

This study was conducted to understand the experience of everyday life for the Deaf persons. Therefore, this study tried to find the answers with the research question of “How is experience of everyday life for the Deaf persons”. For this research, experience of everyday life data were provided from 5 Deaf persons through participant observation and in-depth interview, and collected data were analyzed using Giorgi’s phenomenological research method. Study results showed the deduced central meaning of experience of everyday life for the Deaf persons including , , , , , . Based on these results, consistent academic discussions should be made about experience of Everyday life for the Deaf persons and comprehensive and deep approaches should be also made about their experience of everyday life.

농, 농인, 일상생활, 현상학적 연구, Deaf, Deaf Persons, Everyday Life, Phenomenological Study

김동일 Dongil Kim , 고혜정 Hyejung Koh , 이해린 Haelin Yi

DOI:10.19049/JSPED.15.1.08 Vol.15(No.1) 193-213, 2014

Recently, an Response to Intervention (RTI) is a noted for assessment and intervention model for the students with learning disabilities. The two core principles of the RTI model are ‘scientifically-based-instruction’ and ‘students’ response to intervention. In order that, the evidence-basedapproach is a become key element, so many case studies are fundamentally needed to measure and collect data on students with learning disabilities. For that reason, this case study examined Math CBM progress monitoring during 12 months and provided RTI-tier2 intervention for 4 months of two elementary students at risk for math-learning disabilities. The result showed mathematics calculation skills of two students at risk for math-learning disabilities are steadily improved by the intensive intervention. Therefore, this study provided practical examples and directionality that how to assess and offer the intervention on RTI model to students who request special educational needs.

수학학습장애 위험아동, 중재반응모형, 교육과정평가, 사례연구, students with math learning disabilities, Response to Intervention, RTI, Curriculum Based Measurement, CBM, Case studymathlearning disabilities

서보순 Bosoon Seo

DOI:10.19049/JSPED.15.1.09 Vol.15(No.1) 215-247, 2014

The purpose of this study was to search the types of perception of the good inclusive instruction recognized by pre-service teachers through Q-methodology. Q-population of this study was collected from interviews through brainstorming with pre-service teachers. 40 Q-samples were extracted from the collected Q-population. Q-sorting was conducted on pre-service teachers’ perception of the good inclusive instruction. 48 pre-service teachers’ data were analyzed by QUANL program. The perception was classified into 4 types from the results of this study. There were ‘type 1: pursue inclusion based on characteristic of students’, ‘type 2: focus on receptive relationship’, ‘type 3: prefer to environmental foundation/ object to reverse discrimination’, and ‘type 4: expect stable growth’. These results will provide specific information about pre-service teachers’ perception on the good inclusive instruction. And it will be useful for successful inclusive education.

좋은 통합수업, 예비교사의 통합수업에 대한 인식, Q-방법, the good inclusive instruction, pre-service teachers’ perception of the inclusive instruction, Q-method

김경양 Kyung Yang Kim , 구민관 Minkowan Goo

DOI:10.19049/JSPED.15.1.10 Vol.15(No.1) 249-280, 2014

The purposes of this study were to investigate special education teachers’ understanding and use of AAC and correlation between the understanding and use of AAC. Special education teachers working at special schools in Busan were asked for surveys, and 118 survey questionnaires were collected. After collecting survey questionnaires, factor analysis and reliability analysis were conducted, and also One-Way ANOVA, correlation, and linear regression analysis were conducted. Results of the study consisted of four parts: (a) the teacher understands of AAC, (b) the teacher use of AAC, (c) the gap of between understanding and use of AAC according to the background factors, (d) the correlation between understanding and use of AAC. According to the results, this study discussed eight suggestions for two main issues. At first, the three educational suggestions were as follow: (a) universally using in classrooms, (b) expanding of AAC users, (c) meeting the individualized needs of students by using AAC with multiple-model. At second, the five political suggestions were as follows: (a) it is needed to provide teacher preparation programs with more courses about using AAC, (b) developing systematic AAC diagnostic service, (c) developing the foundation of AAC services delivery model, (d) using the teacher annual re-education programs and online-education for AAC training, (e) developing Korean-style AAC symbols. Finally the limitation and future recommendation of this study were discussed.

보완대체의사소통, AAC, 이해, 활용, Augmentative and Alternative Communication, Understanding of AAC, Use of AAC

문현미 Hyun Mi Mun , 임미성 Mi Sung Im

DOI:10.19049/JSPED.15.1.11 Vol.15(No.1) 281-303, 2014

The purpose of this study is to determine the extent to which websites of special schools comply with the web accessibility suggested by Korean Web Content Accessibility Guidelines 2.0. First, automated evaluation of the websites of 156 special schools of the nation was conducted with using KADO-WAH 4.0, an automated evaluation tool produced by National Information Society Agency in order to investigate whether they abide by Korean Web Content Accessibility Guidelines 2.0. Second, to examine whether the compliance of the web accessibility enhances the accessibility of website of students with disabilities, 4 students, each one of them has either mental retardation, visual impairment, hearing impairment, or physical disability, conducted an user assessment of two websites, rated as excellent and as unsatisfactory respectively in the automated evaluation, carrying out 6 tasks. Based on the result of the automated evaluation of K -WAH 4.0, the average compliance rate was obtained classified by region, types of disability and assessment category. Schools that has compliance rate of over 90% rated as ‘excellent’, ‘good’ for 89~80%, and ‘unsatisfactory’ for under 79%. With regard to the user assessment, the success rate of the 6 tasks was calculated. The result of the study shows that the compliance rate in web accessibility of all special schools was 81.9% and rated as ‘good’. First, there is no significant difference statistically among types of disabilities. Schools for the mental retardation was rated as the highest compliance rate in web accessibility, and then visual impairments, emotional disorders, hearing impairments, and physical disabilities in order. Second, there is a significant difference statistically between capital area and area group including Jeolla, Gyeongsang, and Chngcheong. Jeolla area was rated as the highest compliance rate in web accessibility, and then Gyeongsang, Chngcheong, GangwonㆍJeju, capital area follow in order. Finally, based on the result of the evaluation, one school with the high and one school with low accessibility of websites were selected and then user assessment was conducted. As a result of the user assessment the website rated as excellent allowed users with disabilities to access the website regardless of their disabilities and to obtain information they want.

웹 접근성, 한국형 웹 콘텐츠 접근성 지침 2.0, K-WAH 4.0, 특수학교, Web Accessibility, Korean Web Content Accessibility Guidelines 2.0, K-WAH 4.0, Special Schools

서효정 Hyojeong Seo , Michael L Wehmeyer , Susan B Palmer

DOI:10.19049/JSPED.15.1.12 Vol.15(No.1) 305-330, 2014

This study examined the impact of the Self-Determined Learning Model of Instruction (SDLMI) in promoting student academic performance in science class for three middle school students with high-incidence disabilities. Using the SDLMI, the students set their goals, developed action plans, implemented and adjusted their plans, and evaluated their progress. This study used a multiple baseline across participants design and the entire study took 12 weeks to complete using oneto- one instruction, with each intervention session ranging from 15 to 25 minutes. The results indicated that all students achieved self-selected goals to mastery levels. Also, most stakeholders indicated positive opinions about implementing the SDLMI. Implications and future directions for research and practice are discussed.

자기결정교수학습모델(SDLMI), 문제해결능력, 학생 주도적 학습, Self-determined learning model of instruction, academic performance, students with disabilities

도성화 Sung Wha Do

DOI:10.19049/JSPED.15.1.13 Vol.15(No.1) 331-355, 2014

The object of this study is the connection analysis of the related subject including Practical Arts and Rehabilitation Subject of Vocation Education of the 2011 amendment basic curriculum for the special education. Based on preceding study, this study analyzed the part of the vocation contents which related the ‘concept/ principle(contents)’ and ‘learning activity items’ that did the part of contents of the vocation subject which consisted of four criteria as ‘the repeat’, ‘the development’, ‘the differential’, and ‘the reduction’. The conclusions of this study are as follows. First, ‘the vocation life’ was extended and was offered as the vocation in the contents connected home. It was extended the contents of ‘personal relationship’, ‘money management’, ‘movement’, ‘leisure’ in the vocation subject and was offered repeatedly the contents of ‘daily life skill’, ‘social activity’ and ‘psychologyㆍbehavior adjustment’ in the rehabilitation subject. Second, ‘the exploring vocation’ was offered as the basic function related duty training. It was extended the contents of ‘physical function’, ‘learning function’, ‘occupational attitude’ and ‘work capacity’ in the vocation subject, and was offered repeatedly the contents of ‘physical activity skill’ and ‘social activity’ in the rehabilitation subject. Third, ‘the vocational preparation’ was offered the function related a type of occupation and duty training. It was extended the contents of ‘saleㆍwrapㆍdelivery’ and ‘personal service’ in the vocation subject and was offered repeatedly the contents of ‘physical activity skill’, ‘daily life skill’, and ‘social activity’ in the rehabilitation subject. Forth, ‘the career guidance’ was offered the contents in respect of the preparing for adult life. It was extended ‘the plan of the transition education’ and ‘the perform of the transition education’ in the vocation subject, and was offered repeatedly ‘social activity’, ‘physical activity skill’, and ‘psychology ㆍbehavior adjustment’ in the rehabilitation subject.

기본교육과정, 실과, 직업, 직업재활, Basic Curriculum for Special School, Vocational Rehabilitation, Practical Arts