박유정 Yujeong Park , 김병건 Byungkeon Kim

DOI: Vol.15(No.3) 1-27, 2014

The purpose of this article is to illustrate the components of a culturally and linguistically sensitive response to intervention framework to help prepare teachers to best meet the needs of their students. This paper explores the challenges faced by educators in K-12 public schools who are charged with teaching an ever-growing student population, culturally and linguistically diverse (CLD) students. Unfortunately, CLD students have historically not received the proper academic support needed to achieve the same academic success as their peers. CLD students have often been misrepresented in special education by either being underrepresented or overrepresented in certain special education categories/services. Also, this paper examines educational and teacher-related factors that contribute to the disproportionate representation of CLD students in special educations and discusses the potential in reducing placement bias through the implementation of Response to Intervention (RtI) school-wide intervention models in a culturally responsive manner in order to address the needs of a diverse student population and to support greater student academic achievement for all students.

다문화,언어, 장애위험아동, 중재반응모형, 특수교사, 특수교사교육, CLDs, Culturally and Linguistically Diverse Students, response to intervention, RTI, general education teacher, special education teacher

박혜숙 , Rebecca Mallory

DOI: Vol.15(No.3) 29-45, 2014

The present study examined whether providing echoic prompt to label items or activities contingent on emission of palilalia was effective in reducing the vocal stereotypy and increasing tacts and mands as appropriate vocal responses in a 9-year old male with autism. A reversal design was used. During the baseline, the palilalia was ignored and mands and tacts were reinforced. During the treatment condition, the experimenter presented echoic prompts to tact actions and objects following the emission of palialia. The results showed that the treatment didn’t produced a significant decrease in the levels of occurrence of palilalia. However, the frequencies of tacts and mands were increased during the treatment conditions.

동어반복증, 음성상동행동, 자동강화, Palilalia, vocal stereotypy, automatic reinforcement

정은혜 Eun Hye Jeong

DOI: Vol.15(No.3) 47-71, 2014

The purpose of this study is providing with the direction and implication for the study of prospective teacher for special education by analyzing existing studies in Korea of prospective teacher for special education. Total 72 studies were chosen for the analysis. The analysis was done by the aspects in study object, study type, study theme and approach method. The result of the study is as following. First, regarding the study object, Other majors are frequently not presented separately. Regarding the study type, there were more investigative studies and qualitative studies. Object on research majored research as teaching practice. Second, regarding the approach method, the result of this study is stated in the four dimensions of norms, structure, composition and technique. There was no study, which was done in normative dimension; therefore, more active study in normative dimension is urgently required. Regarding the structure, themes for the development of programs such as development of tools for class observation and analysis, development of colleague-coaching model and an education utilizing a robot were studied. Regarding the composition, the interest on the concrete experience or awareness of a prospective teacher for special education before becoming a teacher was emphasized. Regarding the technique, more studies attempted to examine the effect of education on prospective teacher for special education and the change of the teachers by the education. Based on this study result, this study suggested that it is necessary to attempt more diversification in the content and method for prospective teacher for special education.

예비특수교사, 연구동향, Prospective Teacher for Special Education, Study Trend

김영걸 Young Gull Kim , 김용욱 Yong Wook Kim , 권기홍 Ki Hong Kwon

DOI: Vol.15(No.3) 73-92, 2014

The purpose of this study to present the implications to provided a plan for NEIS individualized education. For the purpose, individual interviews were performed to 10 NEIS special education schools Advisory Panels of the national office of education. The results of interviews are as follows: · The reason for low utilization of NEIS individualized education is no guidance or law for NEIS individualized educational utilization. · If each local office of education have NEIS special education Advisory Panel to positive affect for NEIS individualized educational utilization, or not negative affect. · It is not utilize the NEIS individualized education because of no legal compulsion and the system focused curriculum organization. The Implication of this study’s results: It Should be provided clearly and detailed guidelines to operation for activation of NEIS individualized education plan.

개별화교육계획, 나이스 개별화교육, 나이스 자문단, individualized education plan, NEIS IEP, NEIS IEP professionals

김태강 Taegang Kim , 정은희 Eunhee Jeong

DOI: Vol.15(No.3) 93-110, 2014

This study aims to identify characteristics of communication-related quality of life for children with hearing impairment. This study examined 151 children with hearing impairment and 252 hearing children. This study conducted ttest and F-test with diverse background variables, which was based on the children with hearing impairment data. Also, t-test was conducted between the 151 children with hearing impairment and 252 hearing children in the group of the school grades(elementary school, middle school, and high school). As a result, first, no difference was found in communication-related quality of life for the children with hearing impairment according to gender, school grades, degree of hearing impairment, way of communication practice and whether or not they use auditory assist devices. However, there was significant difference with the time the children with hearing impairment start using auditory assist devices among the groups: the sooner children use auditory assist devices, the better the result comes in communication-related life quality. Second, there was significant difference in communication-related quality of life between the hearing children and the children with hearing impairment according to school grades. The children with hearing impairment demonstrated lower score than hearing-children in all configuration factors and total score. Based on the results above, I hope this study can be useful to develop the effective education program for children with hearing impairment.

청각장애, 의사소통, 삶의 질, hearing impairment, communication, quality of life

권한나 Han Na Kwon , 이상연 Sang Yun Lee , 안성우 Seong Woo Ahn

DOI: Vol.15(No.3) 111-136, 2014

The purpose of this study is to examine the effects of voluntary participation in peer supporter activities on the accommodate attitude of children with disability. The subjects of this study were a total of 48 students, 3 elementary school students with disabilities in Busan and 16 normal students in the three integrated classes that the above disabled students were included and they were divided into three groups such as experimental group 1, experimental group 2, and control group. To measure normal students’ accommodate attitude toward disabled students, the questionnaire of Ahn Seungsuk(2002) was modified to use and peer supporter activities that Jang Hyeyoung(2011) had used were corrected to use for this study. The research was made up of preparation-pretest-applying peer supporter activity-post test in order. The collected data were analyzed using the SPSS for window 21.0 program with t-test, ANCOVA. The findings of the study are as follows: First, there are no meaningful differences in the change of accommodate attitude of disabled students among groups according to whether they participate in peer supporter activities voluntarily or not, while there are significant differences between participation group in peer supporter activities and control group. Second, there are no significant differences in association area and learning area, subarea of disabled students’ accommodation attitudes, among groups according to whether they participate in peer supporter activities voluntarily or not, while there are significant differences between participation group in peer supporter activities and control group and no differences in living area among groups. The findings of the study show that peer supporter activities have positive effects on normal students’ accommodate attitude and whether they participate in peer supporter activities voluntarily or not should not be considered for selection standard. Also, all members of the school need to try and participate for the integrated education.

또래도우미, 장애학생 수용태도, 또래도우미 활동, Peer supporter, accommodate attitude of children with disability, peer supporter activities

김귀연 Kuiyoun Kim , 이원희 Weonhee Lee , 곽승철 Seungchul Kwak , 노진아 Jina Noh

DOI: Vol.15(No.3) 137-160, 2014

The purpose of this study is to investigate theses written from 2005 to 2013 in order to look at the general features and trends of the single subject researches on the social skills of children with ASD. It is also to examine the quality and satisfaction of evidence-based criteria in international papers written based on quality indicator, a standard for evidence-based practice(EBP) suggested by Horner et al. (2005). Results of the study are as follows. First, It was found that most participants of the studies were more than three preschoolers or elementary students. The severities of their disability based on Childhood Autism Rating Scale(CARS) did not provided and mild-severe autism. More than a half of the studies were carried out in schools as a setting for the researchers. Multiple probe baseline across behaviors design and multiple baseline design were used in the most. Independent variables were usually related to cognitive strategies and peer intervention. More than a half of the studies chose the effectiveness of improvement in social interaction as dependent variables. Second, the researches were analyzed by using quality indicator which was a standard of the evidence-based practice for the improvement of social skills in children with autism spectrum disorder. It was found that the average level of area satisfaction were description of participants and settings(79.5%), dependent variable(96.9%), independent variable(73.1%), baseline(88.5%), experimental control and internal validity(91.0%), external validity(88.5%), social validity (78.9%). 14 literatures(53.8%) fulfilled the requirements more than 19 requirements in total of 21 quality indicators.

지폐 스펙트럼 장애, 사회성 기술, 단일대상 연구, 증거기반 실제, 질적지표, autism spectrum disorder, social skills, single subject research, evidence-based practice, quality indicators

김교연 Kyoyeon Kim

DOI: Vol.15(No.3) 161-189, 2014

This study investigated how people with autistic disorder are stigmatized, through exploring the perceptions of their parents, and how parents responded to the stigmatizing situations. This study employed the individual interviews involving 10 parents of children with autistic disorder, and used constant comparative analysis of grounded theory for analyzing data. Three themes emerged on parental perceptions of the stigmatization of their children, including a) stereotyping, b) separative and exclusive attitudes of others, c) discrimination. Parental responses about the stigmatizing situations involved three themes, which included a) some management strategies of stigma, like avoidance and adjustment, b) diverse resistant strategies, like not accepting stigmatizing remarks and behaviors, requesting support, improving disability awareness of people, and encouraging collective responses of parents, c) social model of disability as a grounded perspectives for resistance of parents. This study suggested some mass education and parent education which is targeted for eradicating the discrimination against people with disabilities and raising parental consciousness of anti-discrimination, kinds of guidelines and measures for promoting the anti-discriminatory practice of education and socal work professionals, and governmental effort for developing quality service system for people with autistic disorder.

낙인, 자폐성 장애인, 부모, 질적 연구, stigma, people with autistic disorder, parents, qualitative study

서보순 Bosoon Seo , 박재국 Jaekook Park , 박량은 Lyangeun Park

DOI: Vol.15(No.3) 191-214, 2014

The purpose of the study is to examine awareness of lifelong education institute workers towards lifelong education for people with disabilities through metaphors analysis and find a way to vitalize lifelong education for people with disabilities. Data was collected from 132 participants who are currently employed at lifelong education institutes, social welfare centers, and schools in two major metropolitan cities and two provinces and this was used for the final data analysis. After reviewing participants’ responses repetitively, ninety three metaphors were withdrawn and those were conceptually categorized into five themes: (1) Indispensable; (2) Better life; (3) Need to continue; (4) Driving force of life; (5) Difficult to realize. Metaphors concerning lifelong education for people with disabilities differed according to workers’ occupational category and teaching experience to people with disabilities. This study found a variety of awareness of lifelong education institute workers on lifelong education for people with disabilities. On a basis of the results, ways how to establish the foundation of lifelong education for people with disabilities, train professionals, and develop support systems were discussed.

평생교육기관 종사자, 장애인 평생교육에 대한 인식, 장애인 평생교육에 대한 메타포, 메타포 분석, Lifelong Education Institute Workers, Awareness towards Lifelong Education for People with Disabilities, Metaphor for Lifelong Education for People with Disabilities, & etaphor Analysis

김영준 Young Jun Kim , 도명애 Myung Ae Do

DOI: Vol.15(No.3) 215-237, 2014

The purpose of this study was to examine the effects of community workplace referenced vocational training on the acquisition of task adaptation ability of a unemployed individuals of developmental disabilities. The participant were three unemployed individuals with developmental disabilities, therefore the request on the necessity for vocational living acquisition of adulthood. The target behavior which was the acquisition of task adaptation ability consisted of one sub-skill: restaurant task skills(side dishes on dining table setting, hall serving). The multiple probe baseline across participants design was used to investigate the effectiveness of the intervention program. The community workplace referenced vocational training used instructional techniques such as video modeling, role playing. Along with the mutual cooperation of instructional techniques maintained the pattern of the package form. The result of the study indicated that all three individuals with developmental disabilities were effectively acquired by the participant. Also, the newly acquired skill were maintained following the termination of the intervention. The result of the study were discussed in the perspective of community workplace referenced vocational training for unemployed individuals with developmental disabilities.

지역사회 사업체 참조 직업훈련, 비고용 발달장애인, 직무적응능력, community workplace referenced vocational training, unemployed individuals with developmental disabilities, task adaptation ability

정옥연 Ok Yeon Jung , 박재국 Jae Kook Park , 김은라 Eun Ra Kim

DOI: Vol.15(No.3) 239-261, 2014

The purposes of this study were to examine the school adaptation of middle school students with disabilities and the attitudes of middle school students without disabilities in the scenes of inclusive education. Also its purpose was to investigate relations between school adaptation of students with disabilities and attitudes of students without disabilities. To these ends, 287 middle school students without disabilities completed questionnaires, and the research findings were as follows. First, the school adaptation of middle school students with disabilities was in the average level, and their relationships with friends and teachers were low along with their participation in lessons. Second, the attitudes of common students toward students with disabilities tended to be neutral with their behavioral and cognitive attitudes scoring low points. Finally, there were positive correlations between the school adaptation of middle school students with disabilities and the attitudes of common students. There were especially close correlations between the school adaptation of middle school students with disabilities and the cognitive and behavioral attitudes of common students. Based on these results, it will be possible to facilitate the school adaptation of students with disabilities and achieve the given goal of inclusive education by improving positive attitudes of non-disabled students.

장애중학생 학교적응력, 태도, 일반학생, school adaptation, attitude, students without disabilities

김라경 Rakyung Kim , 이미선 Miseon Lee , 김영애 Young Ae Kim , 이명주 Myung Joo Lee , 강종구 Jong Gu Kang

DOI: Vol.15(No.3) 263-281, 2014

In this study, universities in South Korea were surveyed in order to find out the employment situation and the existing employment support for college graduates with disabilities in the years 2012 and 2013. The results are as follows: First, while the employment rate of graduates with disabilities from institutions of higher education was almost unchanged from 41.4% in 2012 to 41.8% in 2013, it remains at a level lower than the employment rate of non-disability graduates. Those from a 4 year university showed higher employment rates than those from technical colleges, and only those who studied in the medical fields had an employment rate higher than 50% for both years. In 2012 there were more urban hiring than rural, while in 2013 the reverse was true. Similarly, in 2012 there were more men hired than women, while in 2013 the reverse was true. Graduates with mild disabilities had higher employment rates than those with severe disabilities. Additionally, of the types of disabilities, graduates with visual impairment had the highest rate of employment. In 2012, graduates with disabilities participated the most in classes related to their chosen careers, in resume workshops, and in work experience course, while, in 2013, they participated the most in classes related to their careers, in resume workshops, and in employment camps. Most colleges provided the career programs with and without disabilities and only a few colleges offered programs met for students with disabilities’ needs. There is a need to create a basis for regular investigation into the employ ment situation and support for graduates with disabilities in order to track the changes over time. In addition, it is necessary to provide an increased number of employment support programs, both individually and group focused, for graduates with disabilities.

장애대학생, 취업률, 취업지원 프로그램, College graduates with disabilities, Employment rates, Employment support programs

오은주 Eunjoo Oh , 김정혜 Jeonghae Kim , 박창언 Changun Park

DOI: Vol.15(No.3) 283-301, 2014

The purposes of this research were to examine the perceptions and concern stages of special education teachers about the 2011 special education curriculum, and seek for the ways to the teachers to adopt the new curriculum. In order to achieve the research purposes, the survey instrument was developed and conducted with 184 special education teachers. The research results showed that the participating teachers perceived that the curriculum such as contents, purposes, and the numbers of subjects were quite reasonable. However, they responded that it was hard to implement the curriculum to their own classrooms because of the diversity of the students’ needs and the curriculum should more focus on the specific situations of the students. In addition, the stages of concerns about the new curriculum appeared low and it was interpreted that the participants did not much concern about adopting the new curriculum. Based on the study results, the suggestions were made for teachers to involve in the activities improving the current situations and adopting the new curriculum.

2011 특수교육 기본교육과정, 교육과정 개정, 교육과정 관심수준, special education curriculum, curriculum concern stages, curriculum revision

정병종 Byeong Jong Jeong

DOI: Vol.15(No.3) 303-320, 2014

The purposes of this study are to explore change of reflective thinking level appearing in reflective journal writing of pre-service special education teachers. The subjects were 30 seniors(experiment group 15, control group 15) in department of special education, K University in Gyeongsangnamdo and they were trained reflective journal writing. Students in control group wrote the reflective journal for 2 weeks(1st week, 4th week) and students in experiment group rewrote the reflective journal for 4weeks. Reflective journals materials were analyzed by Galvez-Martin’s reflective thinking level. Results of this study were as follows; First, reflective journal writing revealed positive effect on reflective thinking improvement of pre-service special education teachers. Secondly, in the result from change of reflective thinking level appearing in experiment group’s reflective journal writing. It was shown that there was improvement of up to level 2(average) at the beginning stage. Third, the change of reflective thinking level was affected by time and group. Finally, this study suggest the necessity of guide, feedback for professor, experimental period, study of consideration of student’s writing skill.

반성적 저널, 반성적 사고, 반성적 사고수준, 현장교육실습, reflective thinking, reflective thinking, reflective journal

김경선 Kyoungsun Kim , 김동일 Dongil Kim

DOI: Vol.15(No.3) 321-338, 2014

This paper reports findings from a study that assesses metacognitive awareness and reading-strategy use of Korean elementary students who are at risk for reading disabilities. A total of 249 students responded to a 30-item survey of Metacognitive Awareness of Reading Strategies(MARIS). The strategies were classified into 3 categories: global reading strategies, problem solving strategies, and support reading strategies. The result showed that significantly lower metacognitive strategy use scores were found for children at risk for reading disabilities compared with low achieving children and average achieving children. In addition, a statistically significant relationship was found between a reading comprehension achievement and their overall strategy use (r =0.34), problem-solving strategies (r =0.35), support strategies (r =0.24), and global strategies (r =0.34). Findings are discussed in light of the reading strategy knowledge base as well as the theoretical and practical implications.

읽기장애, 초인지, 읽기전략, 읽기이해, 저성취, metacognitive awareness, reading strategy, low achieving students, students at risk for reading disability, reading comprehension

박혜성 Hye Sung Park , 박현숙 Hyun Sook Park

DOI: Vol.15(No.3) 339-374, 2014

This study has attempted to search for a basis of research and fulfillment to be proceed with having further interests in the future by examining the research trends until now and looking for its implications after analyzing and examining the papers related to ‘multicultural’ published in the journals. This study made an analysis of 46 treatises that deal with multicultural matters such as multicultural families and education, selected out of 4,970 registered from 2000 until 2013 in Korean, in terms of distribution, target group, research method, theme and contents(6 sub-theme & 5 category). The results were as followed. First was that such treatises began to be published from 2007 with an increase in political interest and support, and since then their number has been increased or retained. Second, adults who finished off their school comprised the highest percentage (28%) of target groups, followed by preschoolers(26%) and school children(17%). Adults and preschoolers showed similar percentages. Such high percentages were observed in combinations of two or more age groups or in other types in literature(28%). Regarding the composition of target groups, comparative groups composed of infants and children and single groups composed of infants, children or adults accounted for the highest percentage (26% each). And it was a very small piece of the type on disabled children in multicultural families’ studies(13%). Third, most of the studies were conducted with quantitative method, i.e., ‘comparison’ or ‘survey.’ Actually, such methods were found to comprise 76%. Fourth, it was found that the studies fell under 6 sub-theme and 5 category(characteristics/survey/intervention/assessment -related/other studies). Among that the highest percentages were accounted for by ‘the characteristics, development or ability of children of multicultural families or bilingual people’ and ‘the awareness and experience of multiple cultures, and the need for them’(50% and 22% respectively). Lastly, the studies embody a total of 78 keywords, also high frequency(81%) of which were accounted for by ‘Linguistic Development and Characteristics’ and ‘Multiple Cultures.’ The directions, tasks and limitations, etc of future research have been discussed based on these results.

다문화, 다문화가정 및 아동, 연구 대상과 유형, 연구 방법, 연구 주제, 연구 동향, Multi-culture, multicultural families and children, research group and type, research mehtod, trends of researches

정지윤 Ji Yun Jung , 김화수 Wha Soo Kim , 이근용 Kun Youg Rhee

DOI: Vol.15(No.3) 375-394, 2014

The purpose of this study is to investigate relationship of mind reading and language development. This study was conducted about 20 adult with mild intellectual disability, 20 general people in the chronological age matched group, and 20 general people in the language age matched group. All theory of mind task performance was compared with mild intellectual disability group (MA), chronological-age (CA) matched group and language-age (LA) matched group. And, language development and theory of mind within MA groups’ correlations were examined. The results of this study were as follows: First, a one way ANOVA was carried out comparing the three groups (MA, CA and LA) with respect to their scores on first-order theory of mind task. The main effect for group was significant. Second, the result of analysis showed that there was statistically significant difference in MA vs. CA groups on the second-order theory of mind task. Third, mild intellectual disabilities within the group in the language test and correlated with theory of mind task performance. The findings are discussed in terms of the specificity of the intellectually disabled group. Therefore the result of this study could give suggestion for intervention and understanding of adult with mild intellectual disability.

경도지적장애, 마음읽기, 마음이론, Mild intellectual Disabilities, Theory of mind, Mind reading

조경미 Kyoung Mi Cho , 김건희 Keon Hee Kim

DOI: Vol.15(No.3) 395-418, 2014

The purpose of this study is to explore the perspectives of early childhood special education teachers in an inclusive public preschool on the therapeutic support of children with developmental delays. In-depth interviews were conducted with eight early childhood special education teachers. The data were analyzed by the constant comparative method. In the findings, five themes emerged: (1) gaps between the perspectives of early childhood education teachers and therapists in regard to children with developmental delays, (2) various types of therapeutic support, (3) the lack of a regular curriculum, and (4) the vague boundary between therapy and education (5) cooperation, the effort put into it and the difficulty of achieving it. The early childhood special education teachers’ perspectives on therapeutic support were, first of all, that the support and expertise provided by therapists was a positive change factor, but they were concerned about the possibility of a gap in perspectives between teachers and therapists in regard to children with developmental delays. Most early childhood special education teachers clearly recognized the differences between special education and therapies, although they felt that the boundaries between them were vague. Most of the teachers interviewed realized the importance of cooperation between teachers and therapists, and they put effort into this. In conclusion, it is necessary to seek ways or systems of coopearation between teachers and therapists in order to improve educational outcomes.

발달지체유아, 유아특수교육, 치료지원, children with developmental delays, early childhood special education, therapy support

민수진 Soo Jin Min

DOI: Vol.15(No.3) 419-443, 2014

In order to improve motivation to learn and academic achievement of students at-risk for learning disabilities in elementary school, Seoul Metropolitan Office of Education do implement diverse motivational enhancement programs as well as traditional supplementary programs for low-achievement students. The purpose of this study is to validate the Korean version of the Instructional Materials Motivational Survey(KIMMS) for elementary school students. The participants were 1,941 students(a third, fourth, and fifth graders) in 8 elementary schools located in Seoul. Data were analyzed using item parceling, correlation analysis, confirmatory factor analysis, internal consistency, split-half reliability and concurrent validity based on a total of 971 randomized students, and cross -validation using the rest 970 students. The results were as follows.: 1) The 30-item KIMMS included 4 subscales(11 items of Attention, 8 items of Relevance, 5 items of Confidence, and 6 items of Satisfaction), 2) model fits of the KIMMS were good and acceptable, 3) the KIMMS showed high internal consistency and split-half reliability, 4) there were significant relationships between KIMMS and Course Interest Survey(CIS), and 5) the KIMMS is applicable to elementary school students with a similar demographic background. Finally, future implications of these results and suggestions related to students at-risk are discussed.

교수자료 동기척도, 국내 타당화, 확인적 요인분석, 공인타당도, 교차타당도, Instructional Materials Motivational Survey(IMMS), domestic validation, confirmatory factor analysis, concurrent validity, cross-validation

임해주 Hae Ju Lim , 전병운 Byung Un Jeon

DOI: Vol.15(No.3) 445-469, 2014

The purpose of this study is to comprehend the experience of the general education teachers and special education teachers about collaboration in middle school inclusive classroom, and explore the preferred collaboration in the future. Four general education teachers and four special education teachers working at the general middle school were interviewed. From the qualitative analysis of the interview transcripts, 3 upper categories; ‘difficult collaboration in school reality’, ‘experience of collaboration’, ‘ideal state of collaboration’, 5 middle categories; ‘school reality about collaboration’, ‘reason of collaboration difficulties’, ‘Areas of collaboration’, ‘supportive elements for collaboration’, ‘promising perspective’, 24 subcategories have emerged. The discussion of the outcome based on the results of qualitative analysis is as follows: First, general education teachers and special education teachers need to be able to have an opportunity to share their thoughts and experiences for the mutual understanding. Second, there needs to be the system to give incentives for teachers who teach the students with special needs. Third, The contents of university courses and teacher training need to be organized with real and practical inclusive education information as well as the inclusive education theory and knowledge. Fourth, There need to be legal and institutional safeguard for a role and responsibility of general education teachers and special education teachers in order to collaborate better.

일반교사, 특수교사, 통합교육, 협력, general education teachers, special education teachers, inclusive education, collaboration

도성화 Sungwha Do

DOI: Vol.15(No.3) 471-492, 2014

This study has an object that analyze based on Bloom’s revised taxonomy of the educational objectives that stated them. To accomplish this goals, this study analyzed that were instructional objectives 862 of ‘Career and Vocation Education’ textbook revised basic curriculum in the secondary school. The results of this study were as follows. First, there appeared highly a parts of ‘factual knowledge(35.6%)’ and ‘conceptual knowledge(35.5%)’ in the instructional objectives of ‘Career and Vocation Education’ textbook of the secondary school and there appeared highly a area of ‘Understand(55.1%)’ and ‘Apply(29.0%)’ in the cognitive process dimension. Second in instructional objectives, there appeared highly ‘Conceptional knowledge(52.9%)’ in the knowledge dimension of a parts of ‘Vocational life’, there appeared highly ‘Understand(64.9%)’ in the cognitive process dimension of a parts of ‘Vocational life’ In Vocational exploration, there appeared the highest ‘factual knowledge(42.3%)’ in a area of knowledge dimension, there appeared the highest Understand(45.6%) in a area of the cognitive process dimension. In ‘Vocational preparation’, there appeared the highest procedural knowledge(46.3%) in a area of the knowledge dimension, there appeared the highest Understand(57.7%) in a area of the cognitive process dimension. In Career Design, there appeared the highest ‘Conceptual knowledge (37.3%)’ in area of the knowledge dimension, there appeared the highest ‘Understand (47.2%)’ in the cognitive process dimension. Generally one is Knowledge dimension related of the contents of ‘factual knowledge’ and ‘conceptional knowledge’ and the other ‘cognitive process dimension’ organized ‘Understand’ a lot.

기본교육과정, 직업과 진로, 수업목표분석, 교육목표분류, Basic Curriculum for Special School, Taxonomy of educational objectives, Analysis of instructional objectives, Career and Vocation Education