조성희 Sung Hee Cho , 손승현 Seung Hyun Son

DOI: Vol.16(No.4) 1-33, 2015

This study investigated the effects of SRSD writing instruction on the English writing ability by multiple probe design across students. This study examined the expository comprehension and informative writing performance of three low-achieving college students with disabilities, specifically hearing impairments, following Self- Regulated Strategy Development (SRSD) instruction for TWA (Think before reading, think While reading, think After reading) and PLANS (Pick goals, List ways to meet goals, And make Notes and Sequence notes). Student performance, as measured by written summaries of designated texts, improved and was maintained following instruction. Students also took to the strategies used as well as instruction given, and believed that TWA & PLANS improved their reading and writing in English. SRSD has had significant and meaningful effects among students with disabilities in college settings. In this study, examples of SRSD writing instruction aimed at improvements in the length and quality of writing in English are described. Promising findings of recent research focussed on college students with disabilities are also highlighted. In addition, suggestions for the implementation of an effective learning strategy for college students with disabilities are provided. Finally, the possible limitations of this study and the potential direction of future research are presented.

자기조절전략교수, 쓰기, 장애대학생, 청각장애, SRSD, writing, college students with disabilities, hearing impairment

오원석 Won Seok Oh , 권택환 Taeg Hwan Kwon

DOI: Vol.16(No.4) 35-57, 2015

This study was conducted in order to survey physical education teachers’ attitude toward inclusive physical education and instructional performance and to develop a relation model between the tow factors. For these purposes, 252 teachers in charge of inclusive physical education were sampled through random sampling and data collected from them were used in analyses. Tools used in this study were scales on attitude toward inclusive physical education and on inclusive physical education teachers’ instructional performance, and the items of the scales and their validity and reliability were examined before use. According to the results of this study, the teachers’ attitude toward inclusive physical education was generally positive in the domains of perception, need of training, etc., but not in instructional efficacy. With regard to instructional performance, moreover, the teachers’ efforts to accept and support students’ needs were satisfactory, suggesting that inclusive physical education teachers were making efforts to support disabled students’ class participation. In addition, inclusive physical education teachers’ instructional performance was in a positive correlation with their instructional efficacy, and their instructional efficacy was in a positive correlation with their direct experiences and related training. These results suggest that, for the efficient operation of inclusive physical education, it is necessary to enhance inclusive physical education teachers’ instructional efficacy and, for this, to provide opportunities for various types of training and to expand opportunities to teach disabled students directly through the subject teacher system for inclusive physical education.

통합체육, 통합체육 태도, 수업 실행도, inclusive physical education, instructional performance

김용규 Yong Gyu Kim , 정진수 Jin Su Jeong

DOI: Vol.16(No.4) 59-77, 2015

The purpose of this study was to investigate the effects of the classification learning program for middle students with intellectual disability in brain activation. EEG tasks were composed of two tasks: the criteria task and the classification task. The EEG data were recorded from 4 middle school students with intellectual disability. As a result, in pre EEG test, middle school students with intellectual disability generated 109 classification criteria. But in post EEG test, the students generated 203 classification criteria. This study revealed that the activation of theta band(4.0∼7.9㎐) was decreased in the parietal lobe, the temporal lobe, and whole of the brain. The activation of the alpha band(8.0∼12.9㎐) was decreased in the temporal lobe, the occipital lobe, and whole of the brain. The activation of the beta band(13.0∼29.9㎐) was increased in the parietal lobe, the occipital lobe, and whole of the brain. In case of the gamma band(30.0∼50.0㎐), the activation was increased in the frontal lobe, the parietal lobe, the temporal lobe, and whole of the brain. This study discussed implications of these findings for teaching scientific classification of middle school students with intellectual disability.

지적장애학생, 분류학습, 뇌파, 뇌 기능, 상대파워스펙트럼 분석, Students with intellectual disability, Classification learning, EEG, Brain function, The relative power spectral analysis

백종남 Jong Nam Baek

DOI: Vol.16(No.4) 79-100, 2015

This study was designed for parenting burden factor exploration and confirmation among parents of children with developmental disabilities, and for analysis of direct, indirect and total effect affecting emotional anxiety of parents. The participants of this study were 242 parents of students with developmental disabilities selected in 3 special schools in C districts by a purposeful sampling. For testing parental burden of parents, the parental burden test developed by Oh(1997) and Nam(2001) was used. Results of this study were as followings: (1) As a result of exploratory and confirmatory factor analysis, 5 factors were extracted as a parental burden of parents: social burden; financial burden; physical burden; disability acceptance burden; emotional anxiety. (2) As a result of path analysis, financial, physical, and disability acceptance burden have direct effect on social burden, and social burden has direct effect on emotional anxiety. Physical burden and disability acceptance burden have direct and indirect effect mediated by social burden on emotional anxiety. However financial burden has indirect effect mediated by social burden on emotional anxiety without direct effect. This study may be useful to understand parental burden trait among parents of children with developmental disabilities. Lastly the implication, limitation and suggestion for following research were presented.

발달장애, 양육부담, 탐색요인분석, 확인요인분석, 경로 분석, developmental disability, parental burden, exploratory factor analysis, confirmatory factor analysis, path analysis

고은정 Eun Jeong Go , 임경원 Kyoung Won Lim

DOI: Vol.16(No.4) 101-131, 2015

This study attempts to provide itinerant teachers with basic information helpful to run the itinerant classroom curriculum, by noticing the problems through the experiences and the meaning that they could encounter throughout the overall operation of the itinerant classroom curriculum and then by navigating effective improvement. In order to achieve the purpose above, interviews were conducted with 10 itinerant teachers and target data obtained through the interviews were analyzed according to a comprehensive analysis procedures based on pragmatic eclecticism. The results of this study are as follows. First, there were multiple difficulties, including IEP writing, caused by the absence of the curriculum to apply for severe-duplication students with disabilities. Second, the study suggested ways to improve on this situation and operational needs, such as the number of itinerant classroom during lessons, IEP writing, and the teachers`` arrangement along with severe and multiple curriculum development. This paper proposes that while operating on classroom management, the itinerant education teachers feel the difficulties and a wide range research be necessary about the difficulties and improvements. Moreover, the paper suggests that further research on itinerant training courses suitable for various disorder types should be needed.

순회학급, 순회학급 교육과정, 순회수업, 순회교사, itinerant classroom, itinerant classroom curriculum, itinerant class, itinerant teacher

정동영 Dong Young Chung , 김영석 Young Seok Kim

DOI: Vol.16(No.4) 133-148, 2015

A survey of 152 special education teachers for students with intellectual disabilities was conducted to explore the evaluation and satisfaction of textbooks according to curriculum of special education revised in 2011. The results were as follows. First, the evaluation of textbooks according to curriculum of special education revised in 2011 showed that textbooks system was the highest but student support was the lowest. Special education teacher who had career of less than 10 years was more satisfied than special education teacher who had career of over 10 years on subject contents, student support, class support, availability in significant. Second, the overall satisfaction of textbooks according to curriculum of special education revised in 2011 was 4.15 points which was considered a normal level. There was significant difference regarding of school level or career variables on satisfaction of textbooks according to curriculum of special education revised in 2011. The elementary special education teacher was more satisfied than highschool special education teacher. Third, the satisfaction of textbooks had a close relationship with student support, availability, class support, teacher support in order. According to results, this study suggested that highschool textbook according to curriculum of special education revised in 2015 should be more functional, occupational. And it is important to make digital works and site to support special education teacher.

2011 특수교육 기본교육과정, 2015 특수교육 교육과정, 교과용 도서, curriculum of special education revised in 2011, curriculum of special education revised in 2015, textbook

박혜영 Hye Young Park , 정현주 Hyun Ju Chong , 박순희 Sun Hi Bak

DOI: Vol.16(No.4) 149-171, 2015

The aim of this study is to analyze the types of language used by college students with and without visual impairments. Participants of the in-depth interviews were students at universities in Seoul and Chungcheong-do. Ten participants were visually impaired and the other ten were normal sighted. Content analysis of the in-depth interviews revealed the following implications. First, visually oriented verbalism is observed among visually impaired people even when they can experience the same level of musical experience with normal sighted people. Highly observed is verbalism by contextual information which is naturally obtained in daily life, rather than verbalism by the media, or by learning. Second, K-LIWC was employed to examine the types of verbal description between comparing groups, high ratio of use of pronouns in the visually impaired was observed as well as that of the description of negative emotions. Third, compared to normal sighted people, visually impaired people more frequently use affective description and description via senses except vision. Through non-vision senses that substitute or compensate visual impairment, the visually impaired understand and express emotions that the normal sighted feel through vision. Last, in regards to episodic memory and situational depiction, normal sighted people frequently narrate episodic memories, while visually impaired people rather focus on situational depiction.

전맹 대학생, 언어적 서술, 내용분석, 한글 글분석 프로그램, 버벌리즘, blind college students, verbal description to music, content analysis, K-LIWC, verbalism

김재천 Jae Cheon Kim , 박영근 Yung Keun Park

DOI: Vol.16(No.4) 173-200, 2015

The purpose of this study was to provide basic information about practical task of assessment for students with intellectual disabilities and improve the performance level of assessment for special teachers through analysing teachers’ awareness level on practical task of assessment for intellectual disabilities and teachers’ awareness level depending on teacher variables. For the purpose of this study, the researcher investigated and analysed the perceived level of importance and performance of 272 special teachers from special school, special classes, and central special education support centers for students with intellectual disability. The results of this study are as follows. First, special education teachers`` perceived level of importance on practical task of assessment was above ’high’, and the degree of performance was above ‘medium’. It indicates that the perceived level of importance on practical task of assessment for students with intellectual disabilities was higher than the degree of the performance. Second, There are no significant difference in the perceived level of importance among groups divided by teacher variables. Third, teachers awareness level of performance is highest for teachers who have been working more than 20 years and lowest for teachers less than 5 years career. In the case of assigned institutions, awareness level of performance is highest for special school teachers for students with intellectual disability and is lowest for teachers who work in central special education support center. There are no significant difference in the perceived level of performance level among groups divided by teacher variables such as gender, the years of teaching, assigned institution, possessing licence, the experience of training participation.

진단,평가, 실행과제, 지적장애, 교사인식수준, assessment, practical task, students with intellectual disabilities, teacher perception

김유희 Yu Hui Kim , 방명애 Myong Ye Bang

DOI: Vol.16(No.4) 201-228, 2015

The purpose of this study was to examine the effects of a class wide social inclusion support program on: (a) the attitudes of nondisabled students toward students with disabilities, (b) the awareness of school violence of nondisabled students, and (c) the school adjustment of students with disabilities in an elementary school. The research design was a one-group pretest-posttest design. The subjects were 22 class members in an inclusive class of an elementary school. The intervention, as the independent variable, was a class-wide social inclusion support program ‘Gam-Su-Seong’. To answer the research questions dependent samples t-test were implemented. The study results were as follows: First, there was a statistically significant difference between the pretest and the posttest on the attitudes of nondisabled students toward students with disabilities. Second, there was not a statistically significant difference between the pretest and the posttest on the awareness of school violence of nondisabled students. Third, there was a statistically significant difference between the pretest and the posttest on the school adjustment of students with disabilities. The limitations of the study and the suggestions for future studies were discussed.

사회적 통합 지원프로그램, 장애수용태도, 학교폭력인식, 학교생활적응, Social inclusion support program, Attitudes, Awareness of school violence, School Adjustment

민수진 Soo Jin Min , 박현숙 Hyun Sook Park

DOI: Vol.16(No.4) 229-263, 2015

The purpose of this study was to test the effects of the ARCS model applied math classes on motivation to learn(Course Interest) of elementary school students at-risk for LD. The participants were 206 students at-risk for LD in total(103 each in experimental and control groups), ranging from 4th to 6th grade, in 24 elementary schools in Seoul(12 schools in experimental group, 12 schools in control group) and 24 teachers instructing the students in their own school. The experiment was intervention of 38 lessons(3 classes per a week) for 14 weeks in after-school classes. Pre-test-post-test control group design and MANCOVA were used. The research procedure was as follows: planning and developing lesson plans for the application of the ARCS model in the math course, verification of content validity, the review committee meeting, teacher training, pre-test, intervention committee meeting, intervention and fidelity evaluation, additional teacher training sessions, and post-test. The findings were as follows.: Regarding the entire and each of the four subcategories of CIS on math, the motivation level only by the instructional methods (ARCS applied vs. traditional) was significantly higher for the experimental group than the control group. The relative importance among the four subcategories that contribute to the main effect by the teaching methods was ranked from highest to lowest, Attention, Confidence, Relevance, and Satisfaction. Finally, some recommendations about instructional designs enhancing the course interest of students at-risk for LD were discussed.

ARCS 동기모델 적용 수업, 학습장애 위험군 학생, 수학 과목흥미, 학습동기, ARCS model applied classes, at-risk students for learning disabilities, math course interest, motivation to learn

박미정 Mee Jung Park , 박경란 Kyung Ran Park

DOI: Vol.16(No.4) 265-286, 2015

To analyze the loss experiences of special education teachers from deaths of students with severe disabilities, data were collected via individual interviews with six special education teachers who had experienced the loss.The interviews were performed in a setting where the interviewees could explain their experiences as naturally as possible, and were semi-structured to maximize the amount of information earned. Interviews were tape-recorded under each interviewee’s agreement, and the recorded interviews were analyzed by taking open coding of grounded theoretic approach through transcription. As results, first, the special education teachers reacted to their students’deaths with various emotional responses including a shock from unexpectedness of an incident, an evasion of the fact, and an insensitivity. Second, the teachers experienced many different changes such as accepting the reality in an affirmative attitude for a new life. Third, they came to understand the reality of special education, and mentioned on a need for a support system for the application of diverse education methods for students with severe disabilities to overcome the reality.

중증장애학생, 죽음, 상실 경험, 특수교사, students with severe disabilities, death, loss experience, special education teachers

서효정 Hyo Jeong Seo , 임해주 Hae Ju Lim

DOI: Vol.16(No.4) 287-314, 2015

Two purposes of this research synthesis were to identify trends of studies that used student-directed learning strategies to improve education outcomes of students with learning disabilities (content analysis) as well as to systematically evaluate the quality of research methods used (study method analysis). A total of 14 studies was selected for content analysis; among them, three studies were dropped for the study method analysis. Study findings from content analysis indicated that (a) studies were concentrated in areas of writing, math, reading, social studies, science, and art; (b) participants were mainly elementary school students; and (c) self-instruction, self-monitoring, self-regulation, self-evaluation, and Self-determined Learning Model of Instruction were used. Study results from the method analysis suggested that (a) the average quality index score for group and single-subject design study was 2.17 and 2.43, respectively; (b) quality indicators that showed high scores were populated in areas of "description of intervention", "multiple measures or measures of generalized performance", and "appropriateness of time of data collection" in the group design study whereas "participant description", "measurement procedure", "measurement frequency", "experimental effect", "replication of effects" were strong areas in the single-subject design study; and (c) quality indicators that had low scores were found in the areas of "equivalence of intervention agents across conditions" and "effect size" in group design study while "fidelity of implementation" and "social validity-related indicators" had low scores in the single-subject design study.

학생 주도적 학습전략, 학습장애, 연구 동향, 질적 지표, Student-directed Learning strategy, Learning disabilities, Research Trend, Quality Indicator

김기룡 Ki Ryong Kim , 나경은 Kyong Eun Na

DOI: Vol.16(No.4) 315-336, 2015

The purpose of this study was to investigate the parents’ needs of lifelong education program for the people with developmental disabilities. Data were collected from 303 parents that have children with developmental disabilities over 18 years old. Findings were as follows: First, needs of job-living and independent living were 71.3% of lifelong education sectors needed to take a transition into community. Second, types of improvement vocational education and basic literacy education were the highest for the parents had children with disabilities. The needs of humanities liberal education, culture-arts education, civil participation education, and academic ability of supplementation education were low. It was meaningful that this study was provided basic data needed to implement lifelong education program for he people with developmental disabilities.

평생교육, 발달장애인 평생교육, 발달장애인 부모, Lifelong education, Lifelong education for the people with developmental disabilities, Parents of children with developmental disabilities

오철진 Chul Jean Oh , 신현기 Hyun Ki Shin , 김이경 Lee Kyung Kim

DOI: Vol.16(No.4) 337-362, 2015

This study investigated a total of 149 research articles from special education journals to figure out special education curriculum research trends of the latest 10 years. So we analyzed a number of treatises by each journal, publication year, types of disability, research methods, sampling, curriculum types, and study area as the subject of study. As a result, the number of research papers was increased from 2009. Quantitative methods and literature or theoretical reviews build the main stream. Researchers preferred special education teachers working in the special education class of inclusion school as a sample. In the international comparative study, Japan was chosen most often as comparable target. Among the national-level curriculum types, the number of researches about ‘The Basic Curriculum’ for the cognitive disabilities was the most common. When counting the number of treatises based on the disability types, the number of intellectual disability was the most. And deafness, serious/multiple disabilities are followed. In the study area, a factor that can be the theme of a study, many studies have been published in the "curriculum development and operation", and ``curriculum·textbook analysis`` area. Based on these findings, we made 4 suggestions for future research directions for special education curriculum. First, when sampling the participant of research, researchers should try to reflect the voices of various stakeholders. Second, in terms of research methods, researchers must seek diversification of research methods to hold the unrevealed phenomena of the classroom. Third, actually many researches`` main participants are special education teachers. There are necessary conditions that must be met to receive recognition for validity. That is, special education teachers are required to improve expertise on curriculum. Finally, the researches that suggest the direction of curriculum revision should be done on the basis of domestic situation.

특수교육, 특수교육 교육과정, 연구동향, 교육과정 개정, special education, special education curriculum, research trends, curriculum revision

김용욱 Yong Wook Kim

DOI: Vol.16(No.4) 363-386, 2015

The word recognition ability is basic skills in reading and affects reading comprehension. The spelling is related to reading. The purpose of this study were as follows: First, to compare the characteristics of word recognition and spelling between students with reading disabilities and general students. Second, to compare the errors of word recognition and spelling between students with reading disabilities and general students. Third, to know the relationship between word recognition and spelling. For this study, 60 elementary school students(30 students with reading disabilities and 30 general students) were employed and tested by Word Recognition Test and Spelling Test. The data analysis method were two-way ANOVA, correlation analysis and regression analysis. The results of this study were as follows. First, the performance of students with reading disabilities was lower than general students in word recognition and spelling. Second, the students with reading disabilities showed more word recognition and spelling errors than general students. Third, the relationship between word recognition and spelling was significant. Based on this results, some suggestions were provided for teaching students with reading disabilities.

읽기장애학생, 단어인지, 철자법, 오류, students with reading disabilities, word recognition, spelling, errors

홍정숙 Jeong Suk Hong

DOI: Vol.16(No.4) 387-408, 2015

The present study was intended to analyze papers on transition in special schools for students with intellectual disabilities published on domestic specialized academic journals to identify the trend of studies on the subjects and present the directions of future studies. To this end, a total of 51 related papers published on special education-related academic journals and some occupational rehabilitation-related academic journals were selected and analyzed. These papers were classified by year·journal, study method, type of study subjects, number of study subjects, and type of school levels. According to the results of the study, related studies have been steadily conducted from 2000, the largest number of papers was published on intellectual disability journals, and the studies were mainly conducted through survey studies and experimental studies. Among the study subjects, actual conditions and directions of improvement were the most frequent followed by teaching methods and the study subjects were limited mainly to teachers and students. Finally, through analysis of types by school level, it could be seen that the studies were mainly conducted by majoring departments and high school groups. Based on the study results as mentioned above, the directions of future studies related to transitional education in special schools for students with intellectual disabilities were discussed.

지적장애 특수학교, 전환교육, 동향 분석, special schools for students with intellectual disabilities, transition, analysis of trends of studies

남혜진 Hye Jin Nam , 심은정 Eun Jung Shim , 한경인 Kyung In Han , 김유리 Yu Ri Kim

DOI: Vol.16(No.4) 409-432, 2015

This study examined research trends of intervention studies in mathematics for young children with special needs and analyzes study rigor through the CEC quality indicator to suggest future directions. For this purpose, peer-reviewed journal articles were systematically searched via research databases, and a total 21 studies were selected based on the inclusion and exclusion criteria. The selected studies were analyzed in terms of publication year and participants, research design, independent variable, dependent variable, and the CEC quality indicators. The results revealed that intervention studies in mathematics for young children with special needs were mostly conducted for young children at inclusive elementary schools. It is also intended to improve mathematic skills of them by using a variety of specific strategies such as activities with a concrete math materials, cognitive strategy instruction. Among skills related to mathematics, addition and subtraction computation performance, word problem-solving abilities are highly marked in the research. According to the CEC Quality Indicators, the results reveal that there was only one research which got 40 scores out of the total score of 46 and participants and independent indicators meet 90%. Based on there findings, practical implications for mathematics intervention were discussed and implications for future research were suggested.

수학중재, 단일대상, 연구동향, 질적평가지표, mathematic intervention, single-case studies, Quality indicators

손지영 Ji Young Son , 염명숙 Myung Sook Yeom

DOI: Vol.16(No.4) 433-458, 2015

The purpose of the study is to review the recent literature on applying virtual reality-based intervention in the educational settings for students with autism spectrum disorders and to identify research method, intervention type, and educational effectiveness appeared in the research. The search procedures through the Web-database system were implemented to find the proper research, and a total of 12 articles were included in this review. The results indicated that most of subjects were school-age children and youth, also pre-post test design was mostly implemented. Results founded several intervention types applying virtual reality: social interaction type in collaborative virtual environments(CVE), task performance type in CVE, and social experience type in single-user virtual environments. Additionally, the results indicated that the educational effectiveness was the improvements of social interactions, social skills, social cognition, social comprehension, empathy, motivation and so on. Implications and recommendations for future research based on the results were suggested.

자폐성장애, 가상현실, 중재, 효과성, virtual reality, research review, autism spectrum disorders, autism

김병하 Byung Ha Kim

DOI: Vol.16(No.4) 459-477, 2015