송혜경 Hey Gyoung Song

DOI: Vol.16(No.2) 1-18, 2015

The purpose of this study is to examine the validity of achievement goal orientation scale for students using cochlear implant. The subjects consist of 287, 4th grade or older students using cochlear implant. As for the research tool, the tool which was utilized in other study as the achievement goal orientation scale for middle or high school students was translated and utilized. This study identified the results of exploratory factor analysis (EFA) with 20 questions, the four factor structures. Conducted by the confirmatory factor analysis (CFA), four factors of particularity and universality appeared to be suitable. In addition, the regression coefficient for the sub-variables were all found statistically significant. The value of Cronbach``s α was calculated to analyze the reliability of the scale, full scale Cronbach`s α was .912, a measure of the sub-factors were in the range of .826 to .910. The achievement goal orientation scale for students using cochlear implant was judged to be new valid and reliable tool when measuring the achievement goal orientation of the students with cochlear implant.

인공와우, 청각장애학생, 학업적 성취목표지향성, Cochlear implant, Students with hearing impairment, achievement goal orientation

최진화 Jin Hwa Choi , 류명옥 Myung Ok Ryu , 노진아 Jina Noh

DOI: Vol.16(No.2) 19-42, 2015

This study was conducted with a one-group pretest-posttest design to examine the effects of class-wide positive behavior support on problem behaviors and social competences of 16 3-4 year old children (7 males, 9 females) in an inclusive daycare classroom. For this purpose, the researchers made a positive behavior support team and carried out training three times. In addition, story time, art activities, and free choice activities were selected for observation of problem behaviors. To reduce the incidence of behavioral problems, class-wide positive behavior support was planned and conducted. For example, establishing and teaching classroom rules, acknowledging appropriate behaviors, and structuring classroom environments were implemented. The frequency of problem behaviors of all children was recorded and counted both before and after the study. In addition, in order to examine how intervention influences social competences, this study modified one social competence tool for young children. The test results were examined by SPSS 21.0, and M, SD, paired t-test, and Cohen``s d were calculated. The results were as follows. Problem behaviors declined and social competence scores increased after class-wide positive behavior support intervention. The findings of this study demonstrate that class-wide positive behavior support can be an effective intervention to reduce problem behavior and to improve social competences of all children in a class.

학급차원의 긍정적 행동지원, 문제행동, 사회적 유능감, class-wide positive behavior support, problem behavior, social competences

이강선 Kang Sun Lee , 이효신 Hyo Shin Lee

DOI: Vol.16(No.2) 43-58, 2015

This study is about the emotional recognition of delinquency and autism spectrum disorder(ASD) adolescents. The purposes of this study were explore the emotional recognition features of the delinquency and ASD adolescents. And another one was to verify the differences between delinquency group and ASD group. The research participants were 30 male adolescents in juvenile prison and 29 male adolescents under autism spectrum disorders diagnosed by professional neuropsychiatric physicians. Two groups, 17 to 21 years old, had IQ higher than 80. This study used ERT-R(Emotional Recognition Test-Revised) to measure emotional recognition and performed independent sample t-verification with a statistic program SAS 9.1. The results are as followings. First, emotional recognition of juvenile delinquency group was normal, while that of ASD group was at the borderline. Second, juveniles delinquency group had a higher emotional recognition than ASD group. Especially, there was dominant differences in the contextual understanding. Also contextual understanding related negative emotions was different.

비행, 자폐스펙트럼장애, 정서인식력, Delinquency, Autism Spectrum Disorder, Emotional Recognition

박영준 Young Jun Park , 이해균 Hae Gyun Lee

DOI: Vol.16(No.2) 59-78, 2015

This study was to analyze the perception of students with visual impairments, Iryo teachers, masseurs about health-care social enterprise. The subjects of this study included 272 students with visual impairments, 111 Iryo teachers in 12 schools for the blind nationwide and 367 masseurs. To identify differences among groups and background variables, cross analysis and analysis of frequency per questions were used. research result, First, As for the perception of introducing social enterprise, Many respondents are shown to think it positive, but the successful possibility of health-care social enterprise is little different. Every group thinks that health-care social enterprise is more positive than Health Keeper or massage Voucher. Second, As for the perception of incomes of health-care social enterprise. And every group thinks income of health-care social enterprise is more positive than massage shop or press shop. Third, As for the perception of vocational welfare of health-care social enterprise, every group had high awareness about masseurs`` mobility and convenience. And also, every group thought that health-care social enterprise will contribute to improving masseurs`` social status and enlarged employment than massage center.

보건안마, 이료, 사회적 기업, health-care massage, iryo, social enterprise

김자경 Ja Kyoung Kim , 강혜진 Hye Jin Kang , 김기주 Ki Ju Kim

DOI: Vol.16(No.2) 79-96, 2015

The purpose of this study is to compare the RAN and number sense in children at risk for math learning disabilities (n=22) and normal children (n=22) and to identify the relationship between RAN and number sense. The results from this study are as following: First, there is a meaningful difference between two groups on the total score and objects, colors of RAN. Second, there is a meaningful difference between two groups on the total score and subtest scores of number sense. Third, there are negative correlations between RAN and number sense except for pattern among children at risk for MLD. A few correlations were found between RAN and number sense except for total RAN and RAN objects among normal children. Our findings indicate that RAN and number sense are major characteristics for MLD and there is a relationship between RAN and number sense. RAN and number sense would be considered important indicators of intervention plan for at risk students with math learning disabilities.

수학학습장애 위험아동, 수감각, children at risk for math Learning disabilities, number sense, RAN , Rapid naming

김영석 Young Seok Kim , 정동영 Dong Young Chung

DOI: Vol.16(No.2) 97-120, 2015

This study was to diagnose current status and suggest perspectives on higher education for students with disabilities through exploring experts`` opinions. For this study, a total of 8 professors and university staff for supporting students with disabilities who have substantial research experience and practice on this topic, participated in focus group interviews. The scripts of the interviews were analyzed with an open coding method and seven themes and twenty sub-themes were classified. We discussed current status and perspectives on higher education for students with disabilities under these seven themes : 1) the special admission program for the applicants with disabilities 2) the assistants of students with disabilities in university 3) the evaluation of education welfare support for students with disabilities in university, 4) the selection of students with disabilities in university(delay or dropout) 5) the difficulty of university staff for supporting students with disabilities 6) another barrier, tuition and 7) the future model for higher education for students with disabilities. Finally, several specific implications on higher education for students with disabilities were provided.

장애대학생, 고등교육, 중등이후교육, 초점집단면담, university students with disabilities, higher education for students with disabilities, post-secondary education for students with disabilities, focus group interviews

김두영 Doo Young Kim

DOI: Vol.16(No.2) 121-147, 2015

In this study, by examining parent’s recognition and preparing degree of life permanency planning for children with developmental disabilities, we aim to find out difference of neediness and preparing level of related variants and analyze effect each variance have impact on these difference. Socio-demographic characteristics of children with developmental disabilities and families, Children’s daily life ability, burden of raising children, family flexibility are related variants. For this study, we analyzed results of surveys which is done for children with developmental disabilities’s 571 parents. As a result of study, first, whereas parents know high needs for lifelong plan for children with developmental disabilities, making real plans and prepare by acting levels are very low. Second, in some cases likes both children and parents are young, high degree of disabilities, high burden of nurturing and low economic power, parents know the necessity of preparing well. However when there is low degree of disabilities, high economic power and high family flexibility, parents of this case execute lifelong plan better than parents of former cases. Third, about impact of variants to necessity and preparing level of lifelong plan, ages of children have a negative influence and parent``s nurturing stress have a positive influence to understanding necessity of lifelong plan. And types of disabilities, multiple handicapped or not, ability to daily life, family income, and family flexibility have influence.

평생계획, 평생교육, 발달장애, 장애인 평생교육, Permanency plan, Lifelong education, Developmental Disabilities, Lifelong education for people with disabilities

김남진 Nam Jin Kim

DOI: Vol.16(No.2) 149-168, 2015

This study is intended to reconsider a discussion about Korean Special Education Identity in practical aspects. The intention on reconsideration does not mean that it refers to historical errors of Korean Special Education or it discusses Educational Identity based on theoretical foundation in detail. However, through the topic of ‘Education Welfare’ that Special Education, Pedagogy and Social Welfare can access in common, by examining the issue of the topic, this study lets people recognize that the internal discussion on the former Special Education Identity has not performed practically. For the conclusion of this discussion, it focuses on researching the direction which Korean Special Education should go forward. To accomplish the goal of this study, first of all, it compares the way of access to Education Welfare of Pedagogy and Social Work. Secondly, to suggest Special Education Identity, this study sets considering Education Welfare Policy through Education Welfare Priority Program and exploring implicit Special Educational factors in the main areas of Education Welfare Priority Program as the research problem. Based on the results, it sets the relationship between Special Education, Pedagogy and Social Work and suggests necessary points to establish Special Education Identity.

정체성, 한국 특수교육학, 교육복지, 교육복지우선지원사업, Identity, Korean Special Education Identity, Education Welfare Support, Education Welfare Priority Program

안상권 Sangkwon An , 임미향 Mihyang Im , 강종구 Jong Gu Kang

DOI: Vol.16(No.2) 169-186, 2015

The purpose of this study was to explore how disabled children’s parents advocated and participated for their children’s rights from the viewpoint of disability studies and what are the results of these participations. For the purpose of this study, we collected and analyzed various documents related to disabled parents’ participation through literature review. The results of this study showed that disabled parents’ participation played an important role in the acquisition of educational rights and the improvement of rights. They also showed that the rights of children with disabilities started to included family as well as professionals. However, disabled children’s parents’ participation has restricted to school-age children, and their participation has tended to stay external growth based on parents. Therefore, disabled children’s parents’ participation needs to actively do in disabled adults as well as school-age children, and disabled children’s parents’ participation needs to do qualitative development as well as external growth.

부모참여, 장애학, 장애아동, Parents` participation, Disability studies, Children with disabilities

권미영 Mi Young Kwon

DOI: Vol.16(No.2) 187-211, 2015

This study was to conducted to verify the effects of game play on self-regulation ability and maladaptive behaviors of children with learning disabilities. The research method is the multiple baseline across subjects of the single subject research. Specific research questions are as follows. First, does the game play affect self-regulation ability of children with learning disabilities? Second, does the game play affect maladaptive behaviors of children with learning disabilities? For the analysis of results, the quantitative data and qualitative data were collected for the self-regulating and the quantitative data were collected for maladaptive behavior. To solve research problems and to obtain results of the study, the subject was 2 students with learning disabilities of special class in the elementary school. The game play program consisted of 15 activities and was carried out during the 8 week period, 27. August. 2012 ~ 17. October. 2012. The results which obtained through the analyse of direct observation and anecdotal record represent through the visual analysis using the graph. The research was divided into the three stages of the baseline, intervention, and a post-study investigation, adopting the game play as the independent variables, self-regulating ability and maladaptive behaviors as the dependent variables. The conclusions of this study were as follows: First, the game play has an effect on the improvement of the self-regulating ability(skill) of children with learning disabilities. Second, the game play has an effect on the reduction of the maladaptive behaviors of children with learning disabilities, especially of the behavior and attention deficit hyperactivity and disturbing behavior. It was improved as the session progressed, and maintained even after intervention session.

게임놀이, 학습장애 아동, 자기조절, 부적응행동, game play, children with learning disabilities, self-regulation, maladaptive behavior

김용욱 Yong Wook Kim , 우정한 Jeong Han Woo , 신재한 Jae Han Shin

DOI: Vol.16(No.2) 213-242, 2015

In South Korea, many students with dyslexia who have serious difficulties in reading have been ignored without appropriate educational services at schools, because they are generally considered as underachievers. This study was designed to provide a foundation for future studies related to dyslexia in South Korea in which relatively little is researched on dyslexia when comparing to foreign countries. For this purpose, this study investigated definition and classification, history and research trends, causes and symptoms, and diagnosis and intervention of dyslexia. The major findings are summarized as follows: First, dyslexia which is one of the specific learning disabilities refers to difficulties in recognizing words and spellings, etc. Dyslexia can be classified into phonological dyslexia and surface dyslexia. Second, the trends of dyslexia research are associated with investigations on finding the causes of dyslexia. Third, causes of dyslexia are due to neurobiological problems in the brain and symptoms of dyslexia are appeared according to developmental stages. Fourth, the dyslexia classification is to be made through screening and diagnosis. Based on the result of diagnosis, the reading programs and therapeutic programs should be provided in a difficult reading area as an intervention. Finally, based on the findings from this study, educational policy plan was suggested for providing appropriate education to students with dyslexia.

난독증, 읽기학습장애, 연구 동향, Dyslexia, Reading Disabilities, Research Trends

민서정 Seo Jeong Min , 백종남 Jong Nam Baek , 임경원 Kyoung Won Lim

DOI: Vol.16(No.2) 243-265, 2015

This study was intended to identify supplement points and improvement points for using 2011 revised middle school vocational textbook by investigating general recognition, satisfaction level, and specific usage of vocational textbook of teachers for middle school courses at special school of developmental disabilities. To this end, this study selected 167 vocational teachers for middle school courses at 17 special schools of developmental disabilities from 9 districts. As a result, the application rate of vocational textbooks of teachers for middle school courses at special school of developmental disabilities was below 40%. It was identified that they reconstructed the textbook contents or adjusted the order according to the students level, and they were mainly used as the supplementary data. The satisfaction level for textbook structure was in the order of content structure, external system, content presentation, content selection, and assessment. The application degree of vocational textbook was in the order of vocational life, job search, vocational preparation, and career planning. It is important to supply good textbooks, but the research results suggested that it is necessary to provide more effective delivery system as training the reconstruction method of textbook contents, reviewing the effect of reconstruction by area through various cases, and supplying application manual.

발달장애, 중학교과정, 직업교과서, 진로와 직업, developmental disability, middle school course, vocational textbook, future career and occupation

이명숙 Myoungsook Lee , 전병운 Byung Un Jeon

DOI: Vol.16(No.2) 267-296, 2015

The purpose of this study is to analyze the effect of language intervention through applying storybooks to the children with special needs and to improve the availability on the site, and to find the issues of the study hereafter. For this, I have analyzed 37 books meeting selection standards among the papers published in academic journals and covering storybooks-related activity contents between 2002 and 2014 based on study subjects, methods, independent variables, subordinate variables, and measuring tools. As a result, the language intervention through applying storybooks has been studied widely from preschool period to secondary period in all of disabilities, and the pre/post design of a single subject study has been done most. The language intervention independent variables through applying storybooks has preferred in a story-mapping strategy has been used most frequently, and in a sound-language method a story-telling method has been dominant. In subordinate variables, the study for improving reading abilities out of letter-language ones has been done most and the study for improving basic language abilities out of sound-language ones has been done most. An evaluation method has made and used a wide variety of tools including standardization examination. Criteria of selection on the story-books are not clear.

동화, 이야기, 그림책, 언어, 읽기, 중재, 장애아동, storybook, language intervention, children with special needs

정대영 Dae Young Jung , 송미진 Mi Jin Song , 이상로 Sang Ro Lee

DOI: Vol.16(No.2) 297-322, 2015

The purpose of this study was to examine the needs of teachers and parents for disability experience and integrated camp programs geared toward improving the disability awareness of students without any disabilities. The subjects in this study were 1,640 teachers and parents in special and regular schools who were selected by systematic sampling and random sampling from South Gyeongsang Province. Among the teachers, the teachers who worked in regular schools were in charge of integrated classes. An online survey system was set up, and the answer sheets from 1,225 respondents were analyzed to find out their needs for the objects, time, period and content of disability experience and integrated camp programs. As a result, the largest group responded that the participants in the programs should be in their fifth and sixth grades of elementary school and in their first grade of middle and high schools, and the biggest group considered it advisable for the programs to be conducted during the semester and summer vacation. Concerning the period of the programs, one-day and overnight programs were preferred. As for the content of disability experience activities, all the respondents in the elementary and secondary schools chose a mock disability program. Specifically, the elementary special education teachers placed more importance on experiencing disabled people``s sport activities, and the secondary special education teachers gave more weight to vocational rehabilitation programs. Regarding integrated camp, upper elementary school graders were regarded as the best participants, and this camp should be held during the semester and summer vacation. As to the period of the camp, one-day and overnight programs were considered appropriate. In relation to the content of the camp, all the respondents in the elementary and secondary schools attached the most importance to self(character)- improvement activities. Given the findings of the study, how to prepare and conduct disability awareness and integrated camp programs to change the way students with no disabilities look at disabilities were discussed.

장애인식, 장애체험, 통합캠프, disability awareness, disability experience, integrated camp

함동혁 Dong Hyouk Ham , 이해균 Hae Gyun Lee

DOI: Vol.16(No.2) 323-342, 2015

The purpose of this study is to analyze how the science experiment classes are taught in the schools for the visually impaired. The subjects for this study were selected to be 12 science teachers from 12 schools. The results are as follows. First, class hours of science for the seventh graders in the school for the visually impaired is 3 or 4 hours a week. All the schools have science labs. Second, science experiment classes for the seventh graders mostly consist of physics, chemistry, earth science and biology. Science teachers do their classes based on theory and knowledge due to the lack of equipments for experiment. Third, teaching method for experiment is to give accurate and full information on experiments and make use of multisensory materials. This study suggests the ways to expand experiment classes based on these findings.

시각장애학교, 과학, 실험, visual Impairment, science, experiment

이혜숙 Hea Suk Lee , 박경희 Kyung Hee Park , 송미정 Mi Jung Song

DOI: Vol.16(No.2) 343-364, 2015

The purpose of this study was to investigate the effect of Group Art Therapy on employment stress, coping strategies, social support of life in a university students with disabilities. This study was conducted on 12 W university students with disabilities. For these research subjects, 60 minutes of group art therapy was conducted twice a week, 20 times total. Repeated measures ANOVA was used to compare any significant differences among research subjects`` pre, post and follow up state. To figure out the factors which effect on employment stress, multiple regression analysis was used. As a result, this group art therapy program significantly reduced university students`` employment stress and improved their social support. About employment stress, the stronger their social support is, the lower their employment stress is. Thus this research is meaningful to use art therapy for alleviating university students with disabilities`` employment stress. It will be possible to apply this program usefully as a psycho-social intervention program in relieving university students`` employment stress.

집단미술치료, 장애 대학생, 취업 스트레스, 스트레스 대처방식, 사회적 지지, Group Art Therapy, University Students with disabilities, Employment stress, Coping strategies, Social support

최성규 Sung Kyu Choi , 이정우 Jeongwoo Lee , 김은정 Eunjung Kim , 윤지원 Jiwon Yun

DOI: Vol.16(No.2) 365-389, 2015

This study was to analyze the structural relationships between friendships of school age and identity of hearing impaired college students. The 240 hearing impaired college students were participated for this study. The SPSS 20.0 and AMOS 19.0 were utilized for this study. The results of this study were that: (a) the identity of the hearing impaired college students was not related with school environment and hearing friends of school age, however the hearing impaired friends of elementary, middle, and high school was an explanation structure with identity; (b) the reception in disability was not an explanation structure, but the factors of deaf identity and deaf culture were explained by hearing impaired friends. Especially the level of middle school was important age to influence the identity of hearing impaired students; and (c) the degree of reception in disability was indicated with positive relationships to the factors of deaf identity and deaf culture, however the self esteem, role identification, and intimacy factors were related with indirect influences instead of hearing impaired friends. This study was also discussed the importance of the identity of the hearing impaired students.

특수교육, 청각장애학생, 청각장애대학생, 교우관계, 정체감, 구조관계, special education, hearing impaired students, hearing impaired college students, friendships, identity, structural relationship

최상배 Sangbae Choi , 이한나 Hanna Lee

DOI: Vol.16(No.2) 391-408, 2015

This research was conducted to analyze types, appearance frequencies and phonological characteristics of orientations in KSL(Korean Sign Language). The results are following. First, in types of KSL orientation, palm base orientations were 18 of dominant hand and 16 of nondominant hand and finger base orientations were 15 of dominant hand and 14 of nondominant hand. And the types of dominant hand and nondominant hand and the types of palm base orientation and finger base orientation were different each other. Second, palm base orientations with high appearance frequency were back, down, left, up, right and front orientation orderly and finger base orientations with high appearance frequency were front, up, right, left and left-up orientation in order. Words expressed by diagonal direction and folded wrist showed low appearance frequency. Third, there were minimal pairs and free variants in the orientation of KSL.

한국수화언어, 수향, 방향, 최소대립쌍, 자유변이, Korean sign language, orientation, facing, minimal pair, free variant

진흥신 Heung Shin Jin , 심우정 Woojung Shim

DOI: Vol.16(No.2) 409-434, 2015

The purpose of this study is to examine reliability and validity of the Early Screening Project(ESP), which was developed by Walker, Severson & Feil(1995), by applying the ESP to Korean preschoolers who are to go through the emotional and behavioral disorder screening. Specific research problems were: First, reliability of Gate 1 of ESP was examined; second, reliability and validity of Scales of Gate 2〔(Critical Events Index, Aggressive Behavior Scale, Social Interaction Scale, Combined Frequency Index(Adaptive Behavior, Maladaptive Behavior)〕was examined; third, reliability and validity of Direct observation/Parent Questionnaire of Gate 3 was examined; fourth, intercorrelations among the scales of Gate 2 and Direct observation/Parent Questionnaire of Gate 3 were examined; and fifth, Consistency across the scales of Gate 2 and Direct observation/Parent Questionnaire of Gate 3 were examined. The result showed that teacher recommendation in Gate 1 was highly reliable, and Scales in Gate 2 showed high reliability and validity. Direct observation in Gate 3 had a difference among three groups (normal group, externalization group, internalization group). Parent Questionnaire(item of playing with other children and getting along with caregivers) of Gate 3 showed high reliability and validity. Correlation between the scales in Gate 2 and Direct observation/Parent Questionnaire(item of playing with other children and getting along with caregivers) of Gate 3 varied in Correlation coefficient. Scales in Gate 2 and Direct observation/Parent Questionnaire(item of playing with other children and getting along with caregivers) of Gate 3 showed in Consistency. This study discussed a ways to enhance the validity of ESP based on the analyzed results.

다관문 절차, 위기사건 척도, 공격적 행동 척도, 사회적 상호작용 척도, 직접관찰, 문제행동총빈도 척도, 적응행동 척도, 부적응행동 척도, 부모,양육자 질문지, Early Screening Project, ESP, Critical Events Index, Aggressive Behavior Scale, Social Interaction Scale, Combined Frequency Index, Adaptive Behavior, Maladaptive Be

서효정 Hyojeong Seo , 박윤정 Youn Jung Park

DOI: Vol.16(No.2) 435-464, 2015

Increasing students`` participation in their individualized education plan (IEP) meetings provides opportunities for students to develop self-advocacy, problem-solving, and decision-making skills. The purpose of this study is to synthesize the American intervention studies that promoted students`` participation in their IEP meetings so as to provide implications for future research and practice in Korea. Based on the inclusion and exclusion criteria identified in this study, a total of 14 studies was included for this literature review. Once selected, each study was analyzed based on the following variables: (a) study purpose, (b) participant/setting, (c) research method, (d) independent variable, (e) dependent variable, and (f) study result. Given that the purpose of our study is to provide implications for future research and practice that reflect the current educational contexts in Korea, more in-depth analyses were conducted for both independent and dependent variables. Based on the findings from this study, implications for future study and practice to promote students`` participation in IEP meetings were provided as follows: (a) considerations for students with severe and profound disabilities, (b) pre-intervention components, (c) development and use of a simple checklist, and (d) teacher expectations regarding students`` involvement in their IEP process.

개별화교육계획, IEP 학생 참여, 장애학생, 자기결정, 자기옹호, Students` Participation in Individualized Education Planning Meetings, Students with Disabilities, Self-Determination, Self-Advocacy

이상희 Sang Hee Lee , 이연우 Younwoo Lee

DOI: Vol.16(No.2) 465-491, 2015

The purpose of this study was to analyze studies implementing interventions for preschoolers from multi-cultural families. Among peer-reviewed journals published from 2009 to 2014, a total of 23 studies were identified that met the criteria established for inclusion in this review. These studies were analyzed in terms of the characteristics of participants, the research method and settings, intervention procedures, and intervention findings. First, results of this analysis indicated that participants of 11 studies were preschoolers from multi-cultural families and showed delays in language, social, or emotional areas. Among 12 studies which mentioned the degree of developmental delays, 6 studies used standardized tools to identify the degree of delays. Second, 23 studies were divided with 3 trends: 8 studies examined the interactions between preschoolers and their parents, 9 studies focused on the language development, 6 studies focused on social or emotional development. According to research methods, 23 studies were divided with 4 qualitative studies, 18 experimental studies, and 1 single-subject design research. Third, only 1 study implemented intervention fidelity and 8 studies considered the characteristics of the preschoolers‘ cultural differences into intervention program. Last, 3 studies mentioned social validity and 4 studies conducted inter-observer reliability. Based on these results, discussions and implications were suggested in terms of implementing interventions for young children with culturally and linguistically diverse backgrounds.

다문화가정 유아, 중재, 중재 프로그램, 문헌 분석, 동향 분석, Preschoolers from multi-cultural families, culturally and linguistically diverse young children, intervention studies, research analysis

강미라 Mi Ra Kang

DOI: Vol.16(No.2) 493-519, 2015

The purpose of this study was to examine the factor structure of the Inclusive Classroom Assessment Scale, and the effect of inclusive classroom-related social support on the sense of alienation and self-determined behavior of undergraduates with disabilities and non-disabilities. Results were as follows. First, EFAs with principal components extraction and Varimax rotation were performed to derive the most optional structural representation of the data in each sample. Five factors were named family, teacher, classmates, alienation and self-determined behavior. Cronbach``s α derived from this sample were .893 for 23 items(.809≤α≤.893). The measurement model was characterized by adequate convergent and discriminant validity. The goodness of fit of measurement model were favorable. Second, there were positive correlations between a sense of alienation with family and classmates. And, inclusive classroom-related social supports, which are family and classmates factors had significant effect on the sense of alienation. Third, there were positive correlations between self-determined behavior with family, teacher, and classmates. And, teacher and classmates factors had significant effect on self-determined behavior. Finally, recommendations for further study were suggested.

통합학급의 사회적 지지, 소외감, 자기결정행동, Inclusive classroom-related social support, a sense of alienation, self-determined behavior

김기룡 Kiryong Kim , 이원희 Weonhee Lee , 곽승철 Seungchul Kwak

DOI: Vol.16(No.2) 521-550, 2015

The active participation of parents that have students with disabilities in special education is important. The competency of special education teachers need to be strengthened in order to do this, and it need to implement special training from teacher training courses. Based on this preliminary study, this study was to verify the effects of parent education program applied action learning on teacher efficacy and the view of parents, targeting on 31 pre-special education teachers. Parent education program applied action learning was consisted of a action learning activity, which to explore problem, create solutions and prepare action plans, and parent education programs, which to acquire knowledge and skills. Experiment control group pre-post design was carried out by applying two months. The results, preliminary special teachers received action learning program was found to have improved the view of parents and teachers efficacy than those not received. Based on this results, it was suggested that education program centered in participation and practice, such as action learning program, need to be provided preliminary special education teachers, to enhance parental competence.

액션러닝, 부모교육, 예비특수교사, 부모관, 교사효능감, Action Learning, Preliminary Special Education, Parent Education, View of Parents, Teacher Efficacy

김용규 Yong Gyu Kim , 정진수 Jin Su Jeong

DOI: Vol.16(No.2) 551-572, 2015

The purpose of this study was to analyze comparing the difference of brain activations between middle school students with intellectual disabilities and without disabilities, which were measured during to performance of the EEG tasks. The tasks were composed of two tasks: criteria task and scientific classification task. Criteria task was developed to activity which to moving 5 rectangular pictures as designated spaces. Scientific classification task was to divide the five insect pictures as two or more groups. This study was designed as block designs for the EEG recording. The EEG data were recorded from each 4 middle school students with intellectual disabilities and without disabilities. As a results, middle school students with intellectual disabilities were developed incorrect classification criteria. But middle school students without intellectual disabilities were developed correct classification criteria. In analysis result of the theta and the alpha band the relative power spectral activation difference, Middle students with intellectual disabilities are increased the theta band(4.0∼7.9㎐) in the frontal lobe, the parietal lobe, and the temporal lobe. and they are increased the theta band(4.0∼7.9㎐) in whole brain. But, Middle students without intellectual disabilities are decreased the theta band(4.0∼7.9㎐) in the frontal lobe, the parietal lobe, and the temporal lobe. and they are decreased the theta band(4.0∼7.9㎐) in whole brain. In case of the alph band(8.0∼12.9㎐), middle students with intellectual disabilities are increased the alpha band(8.0∼12.9㎐) activation in the temporal lobe and the occipital lobe. but they are decreased the activation in whole brain. On the other hand, Middle students without intellectual disabilities are decreased the alpha band(8.0∼12.9㎐) activation in the temporal lobe, the occipital lobe, and whole brain. This study discussed implications of these findings for teaching scientific classification of middle school students with intellectual disability.

지적장애학생, 분류, 뇌파, 상대파워스펙트럼 분석, 뇌파 활성 차이, Students with intellectual disability, Scientific classification, EEG, The relative power spectral analysis. The EEG activation difference

정은주 Eunju Jung , 류귀성 Guisung Ryu

DOI: Vol.16(No.2) 573-596, 2015

The purpose of this study was to explore the current status and support needs for academic assessment in special classes in high schools. A total of 50 special teachers in high schools in Seoul participated in this study and answered the survey questions. The major findings of this study were as follows: First, most of teachers assessed the academic achievement of all students who they were teaching with the detailed annual plans. They were teaching mostly the subjects related to Occupation, Korean language, and Mathematics. They preferred the observation as the assessment method and recorded the results mostly only in the students’ IEPs. Second, teachers were struggling from the imperfect assessment systems and experiencing the difficulties in applying various assessment methods to meet individual student’s needs. Third, the first and foremost support plan for academic assessments in special classes in high schools was the development and dissemination of the assessment methods and tools for each subject, followed by nation-level assessment standards and guidelines for academic assessment in special classes in high schools.

고등학교 특수학급, 학업평가, 특수학급 학생, special classes in high schools, academic assessment, students in special classes

김성범 Sungbum Kim

DOI: Vol.16(No.2) 597-626, 2015

The internet addiction students with emotional and behavioral disorder grind a person down using a obsessive thinking, tolerance and withdrawal, excessive internet use than intended, persistent desire, decreased interest in other activities, due to the excessive use of the internet to show disregard for the negative. internet addiction is the leading cause of failure of interpersonal relationships, frustration, and depression in the real world. On this research, I tried to do a preliminary review to treat the internet addiction students with emotional and behavioral disorder. This study was to examine the effectiveness of using literary therapy program to decrease internet addiction of children for EBD. The participants of 24 students was drawn of second grade of a middle school located in Daegu. 12 students who agreed to participate were the experiment group, the other students were the control group. The result of this study showed that literary therapy program was an effective delivery technique for students with at emotional and behavior problems. The study provided empirical data of how to apply and utilize literary therapy program as a tool of integrated education with emotional and behavior disabled children based upon the results, and the value of the study can be found in the empirical data. In conclusion, this study showed that the literary therapy program was effective to decrease the internet addiction of children for EBD.

인터넷 중독, 문학치료, 정서·행동장애, 긍정적 강화, 공감하기, emotional and behavioral disorder, internet addiction, literary therapy, positive reinforcement, sharing.

김갑상 Gab Sang Kim , 국미진 Mi Jin Kook , 임은숙 Eun Sook Lim , 백은희 Eun Hee Paik

DOI: Vol.16(No.2) 627-647, 2015

The purpose of this study was to investigate the effects of positive behavior support(PBS) intervention for Individual Intervention on behavior problems for students with mental retardation in english lesson of elementary school. The independent variables of this study were the PBS interventions with functional behavior assessment and multicomponent intervention of antecedental·setting event, alternative skill instruction, maintaing consequences. The dependent variables of this study were behaviors of seat release, peers-call. The subject were students with mental retardation in elementary school 6th grade. Multiple prvoe design across behaviors were utilized as reserarch design. The results of this study showed that PBS intervention resulted in a reduction of the behaviors of seat release, peers-irritate.

긍정적 행동지원, 정신지체, positive behavior support, PBS, students with mental retardation

서보순 Bosoon Seo , 박재국 Jaekook Park

DOI: Vol.16(No.2) 649-679, 2015

The purpose of this study was to examine awareness types of college students without disabilities toward college students with disabilities through Q-method and find a way to vitalize inclusion in college. Data was collected from 76 students in six colleges in ‘‘BB’’ metropolitan city. Students were asked to rank the level of their agreement with the statements of college students with disabilities. And collected data were analyzed by a QUANL program. As a result, the awareness of the students toward college students with disabilities was categorized into four types. There were ``Type 1: Recognizing potential power``, ``Type 2: Worrying about difficulties``, ``Type 3: Focusing on the universality``, and ``Type 4: Demanding paternal support``. This study provided an opportunity for the college students to look back on their beliefs in college students with disabilities, and suggested ways to support inclusive setting. On a basis of the results, ways how to establish the foundation of inclusion in college were discussed.

장애대학생에 대한 인식, 비장애대학생들의 인식, Q-방법, Awareness toward College Students with Disabilities, Awareness of College Students without Disabilities, Q-method

김병하

DOI: Vol.16(No.2) 680-691, 2015

김효선 Christina H Kimm

DOI: Vol.16(No.2) 661-681, 2015

Social skill is one of the greatest concerns of special education professionals and parents of students with intellectual disabilities (ID). One of the causes associated with inappropriate behaviors may be the stress experienced by these students. Some of the possible causes of the stress are the pressure of expectations, the challenge of imposed daily tasks, and feelings of inadequacy when they are unable to handle the tasks. Both professionals and parents have a limited understanding regarding the causes of this stress. Moreover, few instruments are currently available that can measure the level of stress that students with ID experience. This pilot study tested a feasibility of the newly developed Stress Perception Measure (SPM) on students with ID. The Cronbach’s Alpha on items in the SPM was .81 indicating SPM had good internal consistency. The results also found the significant correlation between the stress scores measured by the SPM and the adapted behavior. It tentatively demonstrated good feasibility of the SPM in investigating the level and the sources of the stress of students with ID.

스트레스 요인, 스트레스 검사도구, 지적장애, 전환교육, Stress factors, Stress Scale, Intellectual disabilities, Transition

대구대학교특수교육문제연구소

DOI: Vol.16(No.2) 682-696, 2015