강정배 Jung Bae Kang , 김창걸 Chang Geol Kim , 문종희 Jong Hee Moon

DOI:10.19049/JSPED.15.2.01 Vol.15(No.2) 1-19, 2014

The development of ICT technology leading the changes in education has created a new wave of education, smart learning in the field of education. Smart learning with lots of advantages has been researched in various fields of education, and the effectiveness of education by using smart devices has been proven in the field of special education, and yet there are still insufficient contents necessary for students with disabilities. Therefore, this study analyzed what components of the contents of the students with disabilities should be considered specifically in producing smart learning contents appropriate for education for children with disability and what curricula require smart learning contents. As a result of the analysis, for the components of the contents, consideration of the characteristics of disabilities was required at the highest degree while in terms of curricula, requirements for Nuri Curriculum were high. These results show that although contents are distributed to the students with disabilities, there are insufficient contents to which an interface considering the characteristics of disabilities has been applied, and also, there are insufficient contents by which the adjustment of the difficulty, learning contents and quantities, which are necessary for the learning of the students with disabilities, is possible and a variety of feedback is provided. In addition, there are very insufficient contents such as communication, social relations, physical exercise and health that are often used in education for children with disability.

스마트러닝, 특수교육, 장애아동, 보조공학, 특수교육공학, Smart learning, Special education, Children with disability, Assistive technology, Special educational technology

이연우 Younwoo Lee

DOI:10.19049/JSPED.15.2.02 Vol.15(No.2) 21-53, 2014

The purpose of this study is to analyze studies that examined the effectiveness of parent-implemented language interventions to improve expressive language and communication skills for young children with disabilities. By describing and comparing the specific characteristics of parent training and language intervention across studies and the findings obtained, this study examines the critical features that may influence the effectiveness of these strategies. A total of 11 studies were identified that met the criteria established for inclusion in this review and each of these studies were analyzed in terms of the characteristics of participants, the features of parentimplemented language strategies, parent training, research designs, and major findings. Of the 11 studies, 6 studies conducted Dialogic Reading (DR) interventions and 5 studies implemented Milieu Language Teaching (MLT) interventions. Results of this analysis indicated that parent-implemented language interventions generally increased parent’s use of effective language strategies and the expressive language skills for children with language delays. Also, results reported that some language strategies such as expanding, repeating, waiting for responses were used more frequently than other strategies. In the procedure of teaching language strategies, results indicated that individual training sessions were more effective than group training sessions. Analysis results also showed that strong fidelity of implementation was conducted in studies that used fidelity checklist or encoded the frequency of the parent use of language strategies during the language intervention. In the studies that used strong types of fidelity implementation, children improved their expressive language outcomes. Limitations and implications are also discussed in terms of examining fidelity of implementation to determine the effect of the parent-implemented language interventions on children’s language outcomes.

언어 분석, 부모-실행 언어 중재, 부모 언어 훈련, 중재 충실도 실행, 언어 지연/언어 장애 유아, Language synthesis, parent-implemented language intervention, parent language training, fidelity of implementation, preschoolers with or at risk for language delays

김용욱 Yong Wook Kim , 우정한 Jeong Han Woo

DOI:10.19049/JSPED.15.2.03 Vol.15(No.2) 55-84, 2014

To be successful inclusive education, participant personnel including general education teachers are very important with administrative and financial support. The general education teachers’ attitudes toward people with disabilities and inclusive education influences on inclusive education. The purpose of this study was to grasp characteristics and relationship of general education teachers’ attitudes between people with disabilities and inclusive education. For this study, 386 general education teachers were employed and researched by questionnaire. The results of this study were as follows. First, general education teachers’ attitude toward people with disabilities was 3.59 out of 5 point, depending on gender, age, working school, educational career and experience of inclusive education showed no statistically significant differences. Second, general education teachers’ attitude toward inclusive education was 3.64 out of 5 point, depending on gender, age and educational career showed no statistically significant differences but in working school and experience of inclusive education were significantly different. Third, the corelation of attitudes between people with disabilities and inclusive education was positive(r =.52). The factors of attitudes toward people with disabilities which influenced attitude toward inclusive education were ‘generalized rejection’, ‘imputed functional limitation’, ‘authoritarian virtuousness’ and ‘contact tension’. Based on these results, some suggestions were proposed for general education teachers’ attitudes toward people with disabilities and inclusive education.

일반교사, 장애인에 대한 태도, 통합교육에 대한 태도, General Education Teacher, Attitudes toward People with Disabilities, Attitudes toward Inclusive Education

박윤정 Youn Jung Park , 한경근 Kyoung Gun Han

DOI:10.19049/JSPED.15.2.04 Vol.15(No.2) 85-107, 2014

Instructional adaptations have been implemented in inclusive classrooms for curricular integration within the general education curriculum and effective content-area learning for students with disabilities. The purpose of this study was to draw more specific methods for how to use and implement instructional adaptations in inclusive elementary social studies and science classes for students with disabilities. Accordingly, empirical studies on implementing instructional adaptations in elementary inclusion classes were selected from peer-reviewed journals and analyzed by the following five components (environment, group, methods (i.e., activities, strategies, and materials), contents (i.e., goals and contents), and assessment) of instructional adaptations. Based on the findings, implications for future research and practice were discussed in terms of associations between instructional environment and group adaptations, use of various instructional groupings for more effective academic achievement, adaptations of instructional methods reflecting the nature of subjects and contents, expansion of difficulty level and scope for instructional goals and contents, and use of various scoring systems and development of methods and tools for assessing content-area learning outcomes of students with disabilities.

교수적 수정, 사회, 과학, 교과교육, 통합교육, instructional adaptations, social studies, science, content-area Learning, inclusion

정귀연 Gwi Yeon Jung , 김화수 Wha Soo Kim , 이근용 Kun Youg Rhee

DOI:10.19049/JSPED.15.2.05 Vol.15(No.2) 109-125, 2014

This study performed a reading test (word recognition, reading comprehension) on 4th to 6th graders of elementary school to divide them into children with word recognition and comprehension defects and children with reading comprehension defects. Then, on both groups executive function tests (verbal working memory-forward digit span, backward digit span, planning skillsmaze, inhibition-Stroop test; color-word trial test) were conducted. Results of the study are as follow: First, for the executive function between children with word recognition and comprehension defects and those with reading comprehension defects, both groups showed a significant difference, while no significant difference for planning skills and inhibition. Second, children with word recognition and comprehension defects showed no significant correlation with executive functions for both word recognition and comprehension. Besides, while word recognition and reading comprehension in children with reading comprehension defects showed a significant correlation with planning skills.

읽기장애, 단어재인, 읽기이해, 실행기능, reading disorder, executive function, word recognition, comprehension

김금자 Geum Ja Kim , 황상심 Sang Shim Hwang

DOI:10.19049/JSPED.15.2.06 Vol.15(No.2) 127-147, 2014

The purpose of this study wat to explore grammaticality judgements of children with autism spectrum disorders. Participants were 40 children, 20 children with autism spectrum disorders and 20 normal ones. To evaluate grammaticality judgements, 40 sentences were used, which was made up of 20 grammatical sentences and 20 ungrammatical sentences. Performances were analyzed by t-test procedure and the Pearson correlation coefficient. According to results, there was no statistically significant differences in grammaticality judgement performances between children with autism spectrum disorders and the control group except instrumental postposition and grammaticality judgement performances were correlated to age, comprehension abilities, and intervention period.

자폐범주성장애, 문법판단능력, 문법판단 능력 관련 변인, 상관연구, Autism Spectrum Disorders, Grammaticality Judgments, Correlation of related variables with Grammaticality Judgments, Correlation of related variables

곽민지 Min Ji Kwak , 조성문 Seong Mun Cho , 송해덕 Hae Deok Song

DOI:10.19049/JSPED.15.2.07 Vol.15(No.2) 149-173, 2014

The purpose of this study was to identify the duties, tasks and the core abilities of special classroom teachers in an elementary school using the DACUM method. To accomplish this purpose, seven special classroom teachers in an elementary school were appointed as DACUM panels. Duties and tasks were analyzed and core job competencies were explored by investigating the importance, the level of difficulty, and the frequency of duties by the panels. The results are as follows.: First, 7 duties and 82 tasks were identified for elementary special classroom teachers. Identified duties included ‘teaching and learning activities in a special classroom(A)’, ‘organization of the curriculum for special classroom(B)’, ‘guidance for special needs students(C)’, ‘administrative work for special classroom(D)’, ‘integrated education(E)’, ‘managing the assistant staffs(F)’ and ‘environment support for the disabled students(G)’. The core ability, consists of tasks, which include error correction, programming individualized education plans, modifying problematic behaviors, cooperative guidance with integrated class homeroom teacher, managing the information of special needs students, and disability education for students.

DACUM기법, 직무분석, 초등학교 특수학급 교사, DACUM, Job Analysis, Special classroom teachers` in elementary School

임해주 Hae Ju Lim , 전병운 Byung Un Jeon

DOI:10.19049/JSPED.15.2.08 Vol.15(No.2) 175-202, 2014

The purpose of this study was to analyze trends and to explore implications for future research in teaching profession culture on special education teachers in Korea. Selected research papers were 76. A total of 76 research published between 1995 and 2013 across 23 different education journals. The selected papers were analyzed in terms of research topics, research methods, research participants. The results of review were as follows: First, in terms of research topic, ‘teacher’s awareness and belief’ were the dominant research topic than ‘activity performance of teaching profession’. In terms of ‘teacher’s awareness and belief’, ‘job stress and job satisfaction’ and ‘self-efficacy’ were the dominant research topic. In terms of ‘activity performance of teaching profession’, ‘relationship between members’ were the dominant research topic. Second, in terms of research participants in research method, special education teachers who work at special school and general school were the dominant study participants. In terms of research method, the quasi-experimental study was the dominant research method. And emerged in order of qualitative research, scale development/validation of research, literature research, experimental research. From the result of this study, directions or implication for further studies were discussed.

특수교사, 교직문화, 교사문화, 교직생활, special education teachers, teaching profession culture, teachers culture, teaching profession life

서중현 Jung Hyun Seo , 유은정 Eun Jung Yoo

DOI:10.19049/JSPED.15.2.09 Vol.15(No.2) 203-230, 2014

A lot of studies on teachers attitude toward inclusion showed their understandings about student with disabilities were getting better. The number of students with hearing impairment studying with general teacher in general classrooms is increasing. There, however, are a few researches on inclusion of hearing impaired students in general classroom. By using 400 questionnaires based from TATIS and TATIE, this study investigated understandings of general classroom teacher about educating students with hearing impairment and supports for the teacher teaching hearing impaired students. 289 of the questionnaires sent out to teachers of 10 schools were returned. Finally, 275 of them were analyzed. The results of the study showed that most of teachers participated in this study had positive attitudes toward inclusion of hearing impaired students. In addition, the results showed there was a tendency that teachers with teaching experience for 5~10 years had more positive attitude toward inclusive education. And the study found that the more teacher experienced teaching students with disabilities, the less they had positive attitudes toward teaching hearing impaired students. For the sake of helping the teacher, a lot of educational administrations have to apply real supports for teachers to educate hearing impaired students well and for hearing impaired students to study without many difficulties.

청각장애학생, 통합교육, 교사인식, 통합교육에 대한 지원, inclusion, teacher awareness, students with hearing impairment

박경란 Kyung Ran Park , 박미정 Mee Jung Park

DOI:10.19049/JSPED.15.2.10 Vol.15(No.2) 231-257, 2014

The study focused on the effect of school-home comprehensive development program on a change of communication attitudes of mothers of each of the three deaf children with severe and multiple disabilities. The study applied a research plan of multiple probe design across subjects. As per a modeling of a researcher, the mothers conducted the school-home comprehensive development program in their daily routines at home. The researcher recorded the scenes of interaction between the children and the mothers two times per week to analyze the changes in the mothers’ communication attitudes in perspectives of ‘eye contacting’, ‘immediately responding’, ‘controlling voice tones’ and ‘waiting’. As a result, the program proved to be positive in affecting ‘eye contacting’, ‘immediately responding’, and ‘controlling voice tones’, but not ‘waiting’. This result states that the school-home comprehensive development program is effective in improving communication attitudes of the mothers.

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

이지경 Ji Kyung Lee , 안성우 Seoungwoo Ahn

DOI:10.19049/JSPED.15.2.11 Vol.15(No.2) 259-284, 2014

The purpose of this study is to examine the actual condition and gender awareness on college lifeㆍcourses of college students with disabilities. Ninety nine college students with disabilities who enrolled in 25 colleges after graduating from general high schools participated in this study. The contents of the survey included college entrance exam, course work, work experience, overall awareness in participation to college education process, and overall satisfaction & adaptation on college education. For the data analysis, frequency, percentage, mean, SD, chi-square test, and independent sample t tests were used. The results were as follows: (1) 36.4% of the students entered into colleges through special screening. The majority of respondents reported taking between six and ten courses. Only 26.3% of the students reported their work experience outside school and 62.6% of them responded that they were not able to receive scholarships.; (2) Through both chi-square test, and independent sample t tests, statistically significant differences between male and female students were found in ‘group project participation’, ‘satisfaction level in college life, course, & environment’, ‘goal and reason to enrollment’, and ‘understanding academic expectation of faculty’. A detailed discussion regarding support for the students within the college campus is suggested based on the results.

장애대학생, 대학생활 및 수업에 관한 실태, 성별, 인식, College Students with Disabilities, College Education, College Life,Courses, Actual Condition, Gender, Awareness

박영근 Yung Keun Park , 김용욱 Yong Wook Kim

DOI:10.19049/JSPED.15.2.12 Vol.15(No.2) 285-310, 2014

The purpose of this study was to investigate the effects of an argumentbased inquiry approach for improving the critical thinking skills of students in inclusive classroom including student with and without special needs. This study would also introduce the Science Writing Heuristic (SWH) as an argument-based inquiry approach. From forty-eight public elementary schools in the American Midwest, twenty-four elementary schools were designated as the treatment group and the remaining as the control group. The students in the treatment group were immersed in a learning environment where a strong emphasis was placed on argumentation, while those in the control group learned science in a traditional manner. All students were given the Cornell Critical Thinking Test. The findings indicated that those students who were in the argument-based inquiry approach (treatment group) scored higher than those who were in the traditional science classroom (control group). In specific, these students scored higher in the subcategories of critical thinking skills such as induction and observation. This approach provided meaningful learning experiences through argumentation in the science classroom, and would contribute to increase the critical thinking skills of students in inclusive classroom including students with and without special needs in Korean elementary schools. In addition, it will promote the educational inclusion of students who study in the inclusive classroom through educational interaction between students with special needs and students without special needs.

논의를 강조한 탐구 학습법, 탐구적 과학 글쓰기 활동, 비판적 사고력, 귀납적 사고력, 연역적 사고력, 관찰적 사고력, 추정적 사고력, argument-based inquiry approach, the science writing heuristic, critical thinking skills, induction, deduction, observation assumption

김두영 Doo Young Kim , 박원희 Won Hee Park

DOI:10.19049/JSPED.15.2.13 Vol.15(No.2) 311-339, 2014

people with disabilities as well as to make suggestions on developmental plans for the night schools. 20(55.6%) night schools were participated for the current survey out of 36. Furthermore, to gather opinions regarding problems and development plans about management of night school for people with disabilities and analysis about the contents of question, interview investigation of teachers in present night school for people with disabilities was combined. The results showed that the mean of the number of classes (most of them are related to foundation of literacy and general educational development testing program) they have was 4.25. And the mean of the number of registered students for those programs was 27.2. The age and educational degree of people who registered for the programs at night schools were various but most of them are included the group of high in age and low in educational degree. To analyze teacher’s background, the group of the age in ‘40 through 49’, and the group of ‘1 through 3’ years of teaching experiences was the highest. Unfortunately, only 30 percent of teachers are properly certified for teaching jobs. Most of them do not have in-service training programs for the first year teachers. In spite of this, teachers who have undergone understanding about disability and professional educational procedures for teacher were identified compared to other general night school which is seriously deficient teacher’s expertise, and teachers in night school were shown to put continuous endeavor to improve the quality of the lesson as well. Finally, based on the results of the current study, developmental plans for the night schools were suggested and limitations of the current study were noted.

야학, 장애인야학, 평생교육, 장애인 평생교육, night schools, night schools for people with disabilities, lifelong education, life-long education for people with disabilities

조윤정 Yun Jeong Cho , 이해균 Hae Gyun Lee

DOI:10.19049/JSPED.15.2.14 Vol.15(No.2) 341-361, 2014

The purpose of this study is to raise efficiency of music class in the schools for the visually impaired by attracting students to extra music programs and searching for methods to introduce wider varieties and vitalities to the programs. Findings from the study are as follows. First, visually impaired students’ perception about regular music class was higher than ordinary level by the study’s background variables. Moreover, secondary students were more interested in music class than elementary level children, and also blind students showed higher interest in music class than those with low vision. Second, as for the effect of extra music lessons on regular music classes at school, when compared with the others, students who have attended the additional music programs are shown to have higher level of perception in each variable such as students’ interest, acquisitions from music class, instructor’s teaching style, curriculum and evaluation, and learning environments. Third, as for the awareness of students with visual impairments on extra music lessons, when they were asked about the motivation to take part in the lessons, students who have participated in the extra programs mostly chose the item of ‘Interest and participants’ attitude’, while those who have not attended the programs largely chose ‘Variety of attractive programs’.

시각장애학교, 음악특기적성교육, school for the visually impaired, extra music programs

한경임 Kyung Im Han , 김기민 Ki Min Kim , 권요한 Yo Han Kown , 정대영 Dae Young Jung , 신진숙 Jin Suk Sin

DOI:10.19049/JSPED.15.2.15 Vol.15(No.2) 363-396, 2014

The purpose of this study was to investigate the awareness of special school teachers on the augmentative and alternative communication (AAC) system. The analysis subjects of this research were 765 special school teachers. They were selected from different regions involving Seoul, large cities and provinces. The results of the study were as follows. First, special education teachers scarcely used AAC because they recognized the requirement and effectiveness of AAC but did not know about clear intervention method. They just thought AAC as assistive means for communication but they did not have awareness about the effectiveness of AAC on the speech development, cognitive development and improvement of problem behavior. Second, special education teachers thought the efficiency and handiness of AAC and the abilities of students including cognition, receptive language ability, visual perception as the important factors as well as hindrance factors for AAC intervention. Third, as the improvement strategies for AAC intervention, special education teachers suggested financial support of government for various AAC aids development based on the individual features of students and systematical field training program for understanding change of teachers and parents.

보완대체의사소통, 특수교사, 인식, Augmentative and Alternative Communication, Special school teacher