김동일 Dongil Kim , 고혜정 Hyejung Koh , 조영희 Younghee Cho

DOI: Vol.16(No.1) 1-23, 2015

This study investigated the effect of Instructions in arithmetic skill by looking at the effect sizes and affecting variables through multi-level meta-analysis. Specific research questions for the study were as follows. 1) What is the overall average effect size of instructions in arithmetic skill? 2) What are the effects sizes and affecting variables of instructions? As a result of analyzing 15 related studies, the effect size of instructions in arithmetic operation was estimated to be 1.565, indicating a highly large effect size. Also, in observing differences in effect size by study, predictor variables were entered in the level 2 model to find out the causes of such differences. Significant effect sizes appeared to change according to methods of instructions, especially when one uses Cognitive and Meta-cognitive Strategy for teaching arithmetic skill, significant effect sizes differences were found. Implications of these results and suggestions for follow-up studies were discussed.

다층메타분석, 연산, 효과크기, 학습장애, Multilevel Meta-analysis, Arithmetic, Effect Sizes, Students with learning disabilities

최성규 Sung Kyu Choi , 김정규 Jung Gyu Kim , 구명성 Myung Song Koo

DOI: Vol.16(No.1) 25-50, 2015

The purpose of this study was to illustrate the relationships between internal and external factors of elementary school students`` perception toward students with disabilities. The 554 students who were in the 4th, 5th, and 6th grades of elementary school participated for this study. The questionnaire was divided into two parts, 14 questions with internal factors and 35 questions with external factors for this study. The validity and reliability of the questions were verified, and t/F test, correlation, and regression analysis were utilized for this study. The results of this study were that (a) the variables to influence the elementary students`` internal factors were the experiences to participate understanding education to students with disabilities and place of residence; (b) Sex, grade, the experiences to participate understanding education to students with disabilities, and place of residence were effective variables to positive perception related with external factors; and (c) the internal factor and external factor were interacted together to be influenced for elementary students`` perception toward students with disabilities. Especially this study emphasized the teachers`` teaching behavior for students with disabilities was the most important variable which means the elementary students can keep positive perception to students with disabilities.

장애인식, 내적요인, 외적요인, perception to students with disabilities, internal factor, external factor

신윤희 Yunhee Shin , 김성범 Sungbum Kim

DOI: Vol.16(No.1) 51-85, 2015

This study was to examine the papers for intervention using robot in order to improve social skills for autism spectrum disorders and emotional and behavioral disorders, and to consider roles and interventional models of robot. We collected data of 33 articles (12 in domestic, 21 in foreign research) from Jan. 2000 to Dec. 2013. Robot’s roles have three categories - Interventional tool, Social mediator, Social Agent. In role of robot as interventional tool, frequency of application as interventional tool has been decreased slowly. In role of robot as social mediator, Frequency of application as social mediator has stabilized for every year and robot as social mediator have been applicated until recently in foreign research. However, In domestic research, there are no papers using robot as social mediator until 2012 and some papers presented in 2013. In role of robot as social agent, data was deficient in this field due to many papers published in 2013. Therefore, there has changed the trend of robot’s role since 2001 and many researchers has searched for meaning of robot’s role. Eventually, We found all robot have used for human interaction through robot’s role. In other words, It’s important not only to improve a part of social skills using robot, but also to consider why and what purpose robot use.

자폐, 정서,행동장애아동, 사회적 기술 증진, 로봇, 역할, 중재모델고찰, Autism Spectrum Disorder, Emotional and behavioral disorder, Social skills, Robot, Literature study

임혜경 Hyegyeoung Lim , 박재국 Jae Kook Park , 김은라 Eun Ra Kim , 장진순 Jin Soon Jang

DOI: Vol.16(No.1) 87-110, 2015

The purpose of this study were to investigate the relationship between the environmental factors and social participation of individuals with disabilities based on the ICF to propose the direction to establish the policies for the individuals with disabilities. To this end, 250 subjects were asked to complete two questionnaires; one was on the recognition on the environmental factors of individuals with disabilities, the other was on the status of the social participation. A total of 214 responses were used to analyze data, and the research findings were as follows. First, the level of recognition on the environmental factors was positive. In particular, the level of recognition on the family’s attitude was the highest, on the other hand, the level of recognition on the service·system·policy was lowest. As well, there were statistically significant differences according to several sociodemographic variables such as type of disability, income level, license status, etc. Second, the level of the social participation was more or less high, in detail, the level of interpersonal relationship was the highest. And there were significant differences according to subjects’ the degree of daily activities, income level, rate of disability, and the license status. Third, there were statistically positive relationship between all of the subdomains of environmental factors and those of social participation. Based on these results, it is possible to establish the practical policies and transition programs for the individuals with disabilities.

장애인, 환경요인, 사회참여, individuals with disabilities, ICF, environmental factors, social participation

권기홍 Ki Hong Kwon , 김영걸 Young Gull Kim , 김영숙 Young Suk Kim

DOI: Vol.16(No.1) 111-133, 2015

The purpose of this study is to investigate the perceptions of sepcial education school``s teachers about the management of the individualized education plan and utilization of the NEIS individualized education plan. The recognition of the NEIS individualized education plan utilization were investigated through surveys of 256 special education school``s teachers across the country The results of this study are as follows: First, special education school``s teachers have been recognized as a formal document to be written in the legal documents an individualized education plan and to be used as a reference in educational activities. And the role of parents and individualized educational support team was found to establish a individualized education plan. Second, it is shown that the form from the use of NEIS individualized education plan, the written time and management are effective and related work are reduced. For better use NICE individualized education plan have to improve system that is a need for user-friendly system, to simplify the procedures for the computerized management and the operating instructions and regulations is required.

나이스, 개별화교육계획, NEIS, individualized education plan

배새하 Sae Ha Bae , 김은경 Eun Kyung Kim

DOI: Vol.16(No.1) 135-159, 2015

The purpose of this study was to investigate the effects of video self-modeling on dishwashing skills of students with autism spectrum disorders. The subjects were three middle school student with autism spectrum disorders. Multiple probe design across participants was used. The video self-modeling intervention consisted of watching video self-modeling on the computer and practicing dishwashing skills in the sinks of cafeteria. The results of this study were as follows. First, the video self-modeling intervention was effective in increasing the performance percentage of dishwashing skills. Second, the effects of the video self-modeling intervention was maintained and generalized after withdrawal of the intervention. Implications for developing and implementing video self-modeling intervention were discussed.

비디오 자기 모델링, 자폐스펙트럼장애 중학생, 설거지 기술 수행, Video self-modeling intervention, Middle school students with autism spectrum disorders, Dishwashing skills

이창대 Chang Dae Lee , 김정란 Jung Ran Kim

DOI: Vol.16(No.1) 161-179, 2015

The number of young adult attend college in Korea. In case of yond adult who has disabilities, however, are having a hard time in making friend because of negative awareness of person who has a disabilities, due to disabilities, there are barriers on functional, environmental, academical, and social integration. The purpose of this study was to find out when normal college student make their friend, how differences are existed toward between normal student and student with disabilities on aspects and level of friendship expectation. Futhermore, we figured up the way to socially integrate student with disabilities. From the study, there were differences on friendship expectation and the level of awareness toward disability when normal college student make their friend as normal student and student with disabilities. In addition, the differences were existed depending on their major. Finally, the author discussed about aspects and level of friendship when students make their friend as student with disabilities, also discussed about the way to achieve social integration of student with disabilities.

장애 대학생, 교우기대감, 사회적 통합, Student with disabilities, Friendship expectation, Social integration

민은주 Un Ju Min

DOI: Vol.16(No.1) 181-197, 2015

The aim of this study was to examine the effect of major course satisfaction on career decision-making efficacy of undergraduates majoring in sign language interpretation at N University. Excluding 1st year students who have not taken any major courses in sign language interpretation, a survey was conducted on 2nd, 3rd and 4th year students to analyze the response. The results of analysis are as follows. First for gender characteristics, while male and female students showed same degree of major course satisfaction　and, decision-making efficacy. Second, satisfaction with major perception, curriculum and course had positive effect on efficacy of future plan. Third, satisfaction with major curriculum and perception affected problem solving efficacy occurring in relation to career. Fourth, students who were satisfied with curriculum, course and perception factors had positive evaluation of their own capabilities. Fifth, students satisfied with major curriculum, course, relationship with professors, perception of major and career showed diverse abilities of collecting information. Sixth, satisfaction with major curriculum, perception, course and career showed high efficacy of career target setting. In general, high major course satisfaction was found to yield high career decision-making efficacy. Especially, major curriculum factor was shown to participate in all factors of career decision-making efficacy. Based on the results of this study, it is important for career decision-making of students to set forth an appropriate education course for students of sign language interpretation, seek for effective methods of department operation, develop teaching methods, and create learning environment for increased attention of students.

전공수업 만족도, 진로결정 효능감, 목표설정, 교과만족, major course satisfaction, career decision-making efficacy, target setting, curriculum satisfaction

김시원 Si Won Kim , 김정연 Jeong Youn Kim

DOI: Vol.16(No.1) 199-218, 2015

The purpose of this study was to investigate whether and how to Pre-service special education teachers, aware of the importance of self-determination students with severe-multiple disabilities. For research purposes, that the perception of importance of self-determination severe-multiple disabilities to Pre-service special education teachers grade, major, whether the experience was the difference in the survey. Using the SPSS 18.0 statistical program, To view the perception of the importance of self-determination t - test, One-way anova was conducted. The results of the study are as follows. First, perception of importance of self-determination as a pre-service special education teacher was higher overall average 3.70. Second, perception of importance of self-determination according to grade of Pre-service special education teachers, there was no significant difference. Third, perception of importance of self-determination according to major of pre-service special education teachers, there was significant difference. Fourth, perception of importance of self-determination according to whether the experiences of students with disabilities pre-service special education teacher was found to have statistically significant difference.

중도,중복장애학생, 자기결정, 인식, 예비특수교사, Self-determination, Pre-service special education teachers, Severe-multiple disabilities, Perceptions

최상배 Sangbae Choi , 이창원 Chang Won Lee

DOI: Vol.16(No.1) 219-236, 2015

This research analyzed 9,379 Korean sign language(KSL) signs to investigate types and emergence frequency, and distinctive feature characteristics of KSL movement. The results are following. First, movement types of KSL sign were movement forms, movement directions, and movement manners and there were 61 movements in KSL sign. Movement forms were composed of straight, circular, curved, pivotal, and free movements. Movement directions were composed of up and down, left and right, front and rear directions and 10 types diagonal directions. Movement manners were composed of qualitative changes such as fast and slow movement, repetition, contact and approaching movements. Three movement variants were detected in the curcular direction. Second, 4.39 movements were used for express one sign on average, and the high frequency order of movement was movement manner, straight, free, pivotal, curved, and circular movement. Path movement was 77% and local movement was 13%. Third, minimal pairs and free variants were also found in KSL movements. This result reveals that KSL movement has phonological rules as spoken languages do.

한국수화언어, 음운론, 수동소, 최소대립쌍, 자유변이, Korean sign language, phonology, movement, minimal pair, free variant

이명숙 Myoungsook Lee , 김명희 Myounghee Kim , 전병운 Byung Un Jeon

DOI: Vol.16(No.1) 237-260, 2015

This study has analyzed the revised basic curriculum for Special Education of ‘Korean Language’ textbooks in 2011 based on Bloom’s revised taxonomy of the educational objectives. To accomplish this goal, this study has analyzed the instructional objectives of 1,928 ‘Korean Language’ textbooks in the elementary, secondary, and high school for special education. The result of this study is as follows. First, in the elementary school sector, the ‘factual knowledge’ which is the lowest level in the area of knowledge dimension appeared high. In the secondary school sector, ‘factual knowledge’ and ‘conceptual knowledge’ appeared high. In the high school sector, ‘conceptual knowledge’ was dominant, but ‘procedural knowledge’ was remarkable comparatively. However, ‘meta-cognitive knowledge’ was very rare and on the whole most of the instructional objectives emphasized ‘factual knowledge’ and ‘conceptual knowledge’. Second, in the cognitive process dimension, the elementary school course accounted for a part of ‘remember’ and ‘understand’ almost equally. In the secondary and high school course, a part of ‘understand’ appeared high. Consequently, the cognitive process dimension emphasized ‘remember’ and ‘understand’, and higher cognitive categories such as ‘analyze’, ‘evaluate’, and ‘create’ was relatively very low. Therefore, balanced instructional objectives of ‘Korean Language’ textbooks should be emphasized in order for students with special needs to develop higher-order thinking skills and to acquire various knowledge.

기본교육과정, 수업목표 분석, Bloom의 개정 교육목표분류학, analysis of instructional objectives, basic curriculum for special education, Bloom`s revised taxonomy of educational objectives

조용공 Yong Kong Cho , 남윤석 Yun Sug Nam

DOI: Vol.16(No.1) 261-280, 2015

This research is based on the ‘Building-blocks’ unit from the High School Mathematics Curriculum for Special Education, through which the building-blocks test tools were produced and applied to the learning of students with special needs, in order to receive the results of students’ achievement standards and effective methods of teaching them. Firstly, there was a thorough analysis on the building-blocks unit, from which five sections were extracted and each section had three levels of two questions, making the total of six. The test was done by 110 students from four special education schools and eight special classes, with 17 teachers supervising them. The test results showed that the average percentage of correct answers is 54 per cent; there were A, B, C and D parts in the test, (A. ‘building as examples’, B. ‘counting number of blocks used’, B. ‘finding identical buildings’, D. ‘building as shown in pictures’, E. ‘building knowing the numbers of blocks’), and the percentages of correct answers were 78.33%, 65.83%, 45.17%, 37.50% and 43.17%, respectively. As shown in the statistics, the students had high level of building-blocks problem solving ability in part A, ‘building as examples’, and part B, ‘counting number of blocks used’, and had relatively low marks in the rest of them. The students in the eight special education classes had relatively high achievement standards as a result, and overall, they showed higher achievement levels in the order of A, B, and C. The gender and the type of disability of the students also showed differences, but in most of the sections, they were very marginal.

장애학생, 수학, 쌓기나무 문제해결 능력, Students with Disability, cognitive difficulties, Mathematics, Building-Blocks Test for Problem Solving Ability

강정배 Jungbae Kang

DOI: Vol.16(No.1) 281-306, 2015

With the development of special education, a large number of research papers were published and the quality of the papers have significantly improved through the system of the Korea Citation Index (KCI). As of now, a total of 10,650 papers were published on 16 journals related to special education. The Semantic Network Analysis, a technology in the IT field, was used to investigate the research trend by analyzing the entire papers related to special education. Of the 10,650 papers, an analysis was conducted on 6,954 papers that have digitalized information, such as title and publication information, for the period between 1997 and 2014. Results of the analysis suggested that the frequency of using such words as ‘influence,’ ‘effect’ and ‘analysis’ was the highest at 38%, and that of the studies related to ‘program’ was also high. The proportion of studies on ‘inclusive education’ has been declining since 2009, while the association among words was higher in ‘program + development,’ ‘characteristics + comparison’ and ‘infant + intervention.`` As for the yearly research trend in every 4 - 5 years, the proportion of studies on disability has decreased since the late 2000s, while that of studies on ‘program’ and ‘characteristics + comparison’ has increased. In particular, since the start of the 2000s, the word ``focus,`` which limits the scope of studies, has been increasingly used. Also, the studies between 2006 and 2010 were characterized by increased studies on ‘disability + children + effect’ and ‘focused on-, perception + analysis.’

특수교육, 동향분석, 발달장애, 정서행동장애, 지적장애, special education, research trend, Developmental Disabilities, EBD, Intellectual Disabilities

김광욱 Kwang Wook Kim , 조성재 Song Jae Jo , 김화수 Wha Soo Kim

DOI: Vol.16(No.1) 307-330, 2015

This review paper aims to identify an actual reading skill among children with autism spectrum disorder(ASD) by analyzing 29 related empirical papers that have been published from year 2,000 through 2014. To this end, authors conducted a comparative analysis with regard to differences in demographic characters, including age and types of ASD among research participants, and investigated whether differences in actual reading skill between children with ASD and those with typical development(TD). Findings indicated that most papers being investigated in this study turned out to employee with who have High Functioning Autism(HFA) or Asperger``s Syndrome(AS) as their research participants. Some researchers have employed children with ASD as well as secondary disabilities such as speech disorder or intellectual disability for their study. Most researchers were found to use children with typical development(TD), specific language impairment(SLI), or attention deficit hyperactivity disorder(ADHD) as comparison groups. Findings also suggested that age of research participants among 29 papers tend to be element school attendees between first and third grade. No significant differences existed between children with TD and those with ASD with regard to decoding. Further, children with ASD did not show a significant delay in receptive vocabulary and expressive vocabulary as compared to children with TD. However, it was found that children with ASD to know less vocabulary ed to have difficulty understanding and utilizing vocabulary for expressing emotional state as compared to their counterpart. In addition, children with ASD were found to have a difficulty in sentence comprehension.

자폐스펙트럼장애, 읽기기술, 해부호화, 어휘, 문장이해, Autism spectrum disorder, reading skill, decoding, vocabulary, sentence comprehension

이해성 Hae Sung Lee , 김화수 Wha Soo Kim , 이해균 Hae Gyun Lee

DOI: Vol.16(No.1) 331-349, 2015

The purpose of this study is to investigate the relationship between working memory development and Braille reading development of the visually impaired children, according to their age. To this end, subjects of 7 visually impaired children with chronological age of 10 and 7 visually impaired children with chronological age of 12 were sampled, to investigate their ability of working memory and development of braille reading and to evaluate the correlation of working memory and braille reading. The results of this research are as follows: First, for the case of the working memory task, the 10-year-old visually impaired children showed similar performance score to the 12-year-olds in no load condition task and number repetition task, but lower performance score in the load-increased single load condition tasks. Second, in case of Braille reading assignments, it was confirmed that the development of Braille reading is accomplished between age 10 and 12, through the fact that their performance scores showed significant difference. Third, according to the examination of correlation between working memory and Braille reading, the 10-year-old visually impaired children showed a significant positive correlation between phonological working memory and Braille reading. The 12 year-old visually impaired children showed significantly positive correlations both between functional working memory and Braille reading development, and between phonological working memory and Braille reading development.

시각장애 아동, 작업기억, 점자읽기, children with visual impairment, working memory, braille reading

대구대학교특수교육문제연구소

DOI: Vol.16(No.1) 350-365, 2015