오세철 Seicheol Oh , 서창원 Changwon Seo

DOI:10.19049/JSPED.2016.17.3.01 Vol.17(No.3) 1-34, 2016

The purpose of this study was to identify communication problem situations through categorization about the literature analysis of 54 books related to people with hearing impairment for communication elaboration of people with hearing impairment. In order to do this purpose, this study made 312 codes on experience contents related to communication of people with hearing impairment, and categorized through constant comparative analysis. The research result is as follows. First, hearing people’s perception on communication in literature related to hearing impairment showed that the perception on sign language as strange gesture, the lack of personal relationships, the incorrect perception on hearing aid or cochlear implant, the lack of family members’ understanding, but hearing impaired people wanted social supports and amicable communication with others as a human being. Second, this study showed that several problems such as the limited expressions of spoken language and limited expressions of sign language in learning situations, the difficulties in gestures, body expressions, use of assistive aids and others, the conflict between spoken language and sign language, the expression difficulties in new words, slang, and others, and the lack of numbers and the problems of professionalism in interpreters. Third, several school environments, personal situations, and social situations all required communication elaboration. Particularly, classroom situation mostly expected teachers’ communication elaboration, and public facilities, working fields, and others also wanted learning through best communication approach methods due to communication elaboration problems. In the Korea literature, we found that hearing impaired needed more research in alternative accurate communication methods like a cued speech.

청각장애, 의사소통, 청각장애 관련 문학작품, 큐드 스피치, hearing impairment, communication, literature related to hearing impairment, cued speech

고인경 Inkyung Koh , 조희경 Heekyung Cho , 현영옥 Youngok Hyun , 이숙기 Sookki Lee , 윤병천 Byeongcheon Yoon

DOI:10.19049/JSPED.2016.17.3.02 Vol.17(No.3) 35-60, 2016

This study analyzed the antonym of Korean Sign Language(KSL). All KSL words from KSL Dictionary were 12,547, where 589 antonym pairs were found. The result of the morphological analysis, peer-to-peer morpheme was used the most. KSL antonym pairs have 6 different types of concepts such as contradiction, opposite, phased, relative, correlative and inverse relation. KSL antonym pairs from this research, 5 kinds of characteristics were found, such as separately, reversibility, symmetry, shake off and negative morpheme. Last, more research is recommended to find more antonym pairs in actual KSL words of Korean Deaf people within the words in KSL dictionary.

반의어 쌍, 반의관계, 가역성, 뿌리치기, 부정형태소, antonym pairs, antonymy, reversibility, shake off, negative morpheme

박만석 Man-sok Park , 시진무 Jin-mu Si , 이해균 Hae-gyun Lee

DOI:10.19049/JSPED.2016.17.3.03 Vol.17(No.3) 61-80, 2016

The purpose of this study is to analyze the status of independent travel as well as students’ needs, with regards to Orientation & Mobility Training, hereafter referred to as O & M. This will be analyzed to ensure that facilitators of O & M programs for Students with Low Vision in Schools for the Visually Impaired, will be able to effectively facilitate an O & M program. The conclusion of this study is outlined as follows. Firstly, more than a half of the target population of students with low vision are participating in the O & M training program. However, many of the students are not satisfied with their training. This is due to there being a lack of O & M assessment with regards to their remaining vision. In addition, congenital & acquired low vision students both found streets with a variation in gradient steepness to be the most difficult to navigate independently. Secondly, depending upon the students level of participation within the O & M program student were taught to travel independently when crossing the street as well as walking both indoors and outdoors. This was more likely to be found in those students groups who participated in the O & M training rather than in those not participating in the O & M training.

시각장애, 저시력, 보행, students with visual impaired, low vision, orientation & mobility

박세아 Se-ah Park , 임경원 Kyoung-won Lim

DOI:10.19049/JSPED.2016.17.3.04 Vol.17(No.3) 81-114, 2016

The purpose of this study is to explore a special education teacher’s practical knowledge in math instruction that utilizes the problem-based learning (PBL) strategies. To achieve the purpose, an action research method was used in this study. The participants consisted of a researcher who instructed the classes, six peer teachers who provided feedback after observing classes, and three students with mild intellectual disability. The data collected from eight classes based on eight reflective circulations, were analyzed by an inductive method. Practical knowledge of teachers, obtained by math class utilizing PBL was four upper categories (with 14 subcategories and 44 meaning units) emerged: (a) modifications to math classes and PBL strategies, (b) an appropriate class design, (c) supporting students to become familiarized with fractions, and (d) designing student-directed instructions. Based on the results of this research, the conclusions can be drawn as follows. First, teachers need to modify math classes and PBL strategies to meet students’ educational needs. Second, the class that considers students’ capacities and limitations, as well as a proper amount of activities should be designed. Third, teachers need to employ embedded instructions that use real-life examples and easy language. Fourth, teachers need to facilitate the student-directed learning.

문제중심학습, 초등교육과정, 수학 수업, 특수교육, 실천적 지식, 실행연구, problem-based learning, elementary school course, math class, special education, practical knowledge, action research

박경옥 Kyoung Ock Park , 서선진 Seonjin Seo

DOI:10.19049/JSPED.2016.17.3.05 Vol.17(No.3) 115-142, 2016

This study was designed to investigate a special education teacher learning cohort``s experiences and suggestions on improving individualized educational plans(IEPs) using standards-based curriculum for students with severe and/or multiple disabilities. The study participant was a group of 6 teachers who served students with severe and multiple disabilities in a special school, whose group pursued quality IEPs for their students. The data were collected by three times of focus group interviews using semi-structured interview questions. The results of this study were as follows: First, IEPs for students with severe and/or multiple disabilities were developed and implemented in many different ways depending on subjects, school levels or teachers. Second, there were inner and outer conflict in teachers due to the difference between student needs and how curriculum was operated. Third, special education teachers reported low self-efficacy to develop IEPs for those with severe and/or multiple disabilities. Fourth, IEPs had a weak implementation system on its own. Last, teachers mentioned multiple suggestions for strengthening the connection between standards-based curriculum and IEPs for their students with severe and/or multiple disabilities. Based on the results of the study, its implications and suggestions for future research were provided.

중도,중복장애, 개별화교육계획, 성취기준 기반 교육과정, 특수교사, 핵심집단면담, 교사 효능감, 교사연구회, Individualized Educational Plan(IEP), special education teachers, standards-based curriculum, focus group interview, teachers` self-efficacy, teacher learning cohort

서주영 Juyoung Seo , 김자경 Jakyoung Kim , 강혜진 Hyejin Kang

DOI:10.19049/JSPED.2016.17.3.06 Vol.17(No.3) 143-163, 2016

The purpose of this study was to investigate attitude toward mathematics and mathematics teaching efficacy of elementary special education teacher and general elementary teacher. A total of 128 teachers participated in this study. Of these teachers, 62 teachers were elementary special education teachers and 66 teachers were general elementary teachers. The statistical analysis program SPSS 21.0 was used for analysing the collected data. We conducted descriptive statistics, t-test, ANOVA and Pearson correlation analysis. The results from this study are as following: First, the level of attitude toward mathematics of general elementary teachers was higher than elementary special education teachers. Second, there was no significant difference in mathematics teaching efficacy between elementary special education teachers and general elementary teachers. Third, the significant correlationships were shown between attitude toward mathematics and mathematics teaching efficacy of elementary special education teachers and general elementary teachers. Results of the study were discussed and implication was addressed

초등학교 특수교사, 수학에 대한 태도, 수학교수효능감, elementary special education teacher, attitude toward mathematics, mathematics teaching efficacy

이신영 Shin-young Lee , 이해균 Hae-gyun Lee , 이우호 Woo-ho Lee

DOI:10.19049/JSPED.2016.17.3.07 Vol.17(No.3) 165-182, 2016

This study was surveyed and analyzed on teachers`` perception in schools for the visually impaired regarding 「Teacher Performance Development Evaluation」, for the teachers working at schools for the visually impaired throughout the nation, to provide basic materials to settle 「Teacher Performance Development Evaluation」 system efficiently. The main result of the study is as follows. First, the visually impaired teachers working at schools for the visually impaired showed an average level of 「overall perception」 as to 「Teacher Performance Development Evaluation」. Second, teachers (less than 5 years of teaching experience) revealed higher level of perception than those (21∼30 years of teaching experience), and teachers with no visual impairment exhibited higher level of perception than those with visual impairment for 「overall perception」, 「colleague rating」, 「student satisfaction」, 「parents satisfaction」, 「application of evaluation result」 and 「positive effect」 in 「Teacher Performance Development Evaluation」. Teachers (less than 5 years of teaching experience) indicated higher level of perception than those (11∼20 years of teaching experience) for 「overall perception」, 「application of evaluation result」 and 「positive effect」, and teachers (6∼10 years of teaching experience) demonstrated higher level of perception than This study was surveyed and analyzed on teachers`` perception in schools for the visually impaired regarding 「Teacher Performance Development Evaluation」, for the teachers working at schools for the visually impaired throughout the nation, to provide basic materials to settle 「Teacher Performance Development Evaluation」 system efficiently. The main result of the study is as follows. First, the visually impaired teachers working at schools for the visually impaired showed an average level of 「overall perception」 as to 「Teacher Performance Development Evaluation」. Second, teachers (less than 5 years of teaching experience) revealed higher level of perception than those (21∼30 years of teaching experience), and teachers with no visual impairment exhibited higher level of perception than those with visual impairment for 「overall perception」, 「colleague rating」, 「student satisfaction」, 「parents satisfaction」, 「application of evaluation result」 and 「positive effect」 in 「Teacher Performance Development Evaluation」. Teachers (less than 5 years of teaching experience) indicated higher level of perception than those (11∼20 years of teaching experience) for 「overall perception」, 「application of evaluation result」 and 「positive effect」, and teachers (6∼10 years of teaching experience) demonstrated higher level of perception than

교원능력개발평가, 시각장애학교 교사, teacher performance development evaluation, teachers in schools for the visually impaired

윤은희 Eun-hee Yun , 최성규 Sung-kyu Choi

DOI:10.19049/JSPED.2016.17.3.08 Vol.17(No.3) 183-209, 2016

The purposes of this research are to investigate the existing interpretation services and to identify its values for college students with hearing impairment. Through this investigation, this research aims to have the better understanding of the interpretation services and intends to provide the foundational information for offering the better service for them. We conducted face to face interviews with six college students with hearing impairment who have received the interpretation services by Students with Disabilities Team. The results show that: (a) college students with hearing impairment have received professional services such as sign language interpretation service, professional stenographer service, and sentence interpretation helper service; (b) The students want to have the prompt development to create professional terminologies, to have professional interpreters knowledgeable for their disciplinary areas, and to have interpreters being passionate for their professional interpretation; and (c) The students consider the professional interpretation as a bridge that guides them to the real world. As a function of a language bridge, the interpretation service can be valued as a helper for study, visible and hearing language, and a replacement of both ears and mouth. This study suggests that the interpret system for the students with hearing impairment is not mere language transfer, it is their life.

청각장애 대학생, 통역 서비스, 질적연구, college students with hearing impairment, interpretation services, qualitative research

남기현 Ki-hyun Nam

DOI:10.19049/JSPED.2016.17.3.09 Vol.17(No.3) 211-235, 2016

This paper aims to investigate word order of adjective in Korean Sign Language, focusing on whether adjectives occur in prenominal position or postnominal position. 9 Deaf informants participated in the elicitation. We analyzed 173 tokens and found out the sentences that present the adjective position from informants. This paper provides four findings: First, the ‘size’, ‘age’, ‘value’, and ‘color’ adjectives locate before and modify the noun. Second, the ‘physical property’ has similar locating percentage in both prenominal and postnominal position. Third, some parts of ‘speed’, ‘difficulty’, ‘similarity’, ‘quantification’ adjectives come and modify after the noun. Forth, some parts of ‘human propensity’, ‘speed’, and ‘qualification’ appear as predicate. To conclude, only the core semantic type has the obvious order of adjectives. The rest of semantic types show different orders in individual words.

한국수어, 어순, 품사, 형용사, Korean Sign Language, word order, part of speech, adjectives

안상권 Sangkwon An , 홍정숙 Jeongsuk Hong

DOI:10.19049/JSPED.2016.17.3.10 Vol.17(No.3) 237-261, 2016

In the present study, in-depth interviews were conducted with eight North Korean defector students, who now live in South Korea, to investigate their experience and perception of the life of individuals with disabilities and special education in North Korea. Moreover, the study was aimed at examining the life of individuals with disabilities and a few aspects of special education in North Korea and providing the baseline data that explore the future directions of special education from the vantage point of unification preparation. The codes that were analyzed through the interviews were classified into 24 meaning units, 8 subcategories and 4 categories. The four categories were the ‘current conditions of individuals with disabilities’, ‘causes of disabillties’, living conditions of and support policies for individuals with disabilities’ and ‘special education in North Korea’, and the present study proposed the significance of the categories and discussed their implications

북한 장애인, 북한 특수교육, 북한이탈학생, 통일 후 특수교육, individuals with Disabilities in North Korea, North Korea`s Special Education, North Korean Defector Students, Special Education after Unification

권혁수 Hyunsoo Kwon

DOI:10.19049/JSPED.2016.17.3.11 Vol.17(No.3) 263-282, 2016

The purpose of the study was to identify secondary inclusive school teachers’ perception about inclusion, inclusive classroom, and teachers’ role for inclusion. 201 inclusive secondary schools were selected by stratified method and asked to participate the survey, and teachers of 128 schools responded. The results reported that special education teachers and general education teachers showed different perceptions about inclusion. Special education teachers reported that the general education teachers should be charged of inclusion while general education teachers said that the special education classroom should be a main place for inclusion and special education teachers should take a responsibility about inclusion. Also, special education teachers reported that behavior problems of students with disabilities were the obstacle for inclusion when general education teachers revealed that it was the lack of knowledge and teaching skills of teachers. In addition, general education teachers reported reducing the number of students in classroom would be the most helpful support for inclusion. For special education teachers’ role for inclusion, special education teachers and general education teachers showed statistically different perceptions. Special education teachers said the most important role for themselves was supporting inclusion for students with disabilities while general education teachers answered that supporting social development for students with disabilities was the most important role for special education teachers. As a conclusion, it was proposed that special education teachers and general education teachers should work collaboratively and understand each other to improve the quality of inclusion in secondary schools

중등교육, 통합교육, 통합학급, 교사의 역할, 교사인식, secondary education, inclusion, inclusive classroom, teachers` role, teachers` perception

김해선 Hae Seon Kim , 김은경 Eun Kyung Kim , 전상신 Sang Shin Jeon

DOI:10.19049/JSPED.2016.17.3.12 Vol.17(No.3) 283-312, 2016

The purpose of this study was to investigate the effects of social story intervention on spontaneous social behaviors of children with autism spectrum disorders. The subject was a 5-years-old child with autism spectrum disorder. Using a multiple baseline design across behaviors design, social stories intervention was implemented and direct observation of the target behaviors were collected. The results of this study was as follows. First, the social story intervention was effective to increase the spontaneous social behaviors for the subject with autism spectrum disorders. Second, the effect of intervention was maintained after withdrawal of intervention. Third, the effect of intervention was generalized during intervention and follow-up session. These results suggest that the social story intervention is effective for spontaneous social behaviors of children with autism spectrum disorders

자폐성장애, 상황이야기, 자발적인 사회적 행동, social story, autism spectrum disorders, spontaneous social behaviors

김남진 Namjin Kim , 신화성 Hwa-sung Shin

DOI:10.19049/JSPED.2016.17.3.13 Vol.17(No.3) 313-331, 2016

This study was conducted to compare attitude scores towards disabled person by social-demographic characteristics and to examine influence factors of attitudes towards disabled person targeting preservice of secondary school teachers taking introduction to special education. A survey was conducted by using SADP and ATDP-O(Scale of Attitudes for Disabled Person and Attitudes towards Disabled Persons Scale-Original) Scale targeting 223 pre-teachers of 4 lectures of introduction to special education, and lastly, a survey of 204 people was analyzed through SPSS 22.0. To compare social-demographic characteristics, descriptive statistics, independent t-test, and one-way analysis of variance were conducted to examine attitudes towards disabled person by social-demographic characteristics, and multiple regression analysis was conducted to examine influence factors of pre-teachers’ attitudes towards disabled person. As a result of the study, the whole group of pre-teachers showed relatively positive attitudes towards disabled person, and on examining by majors, there was a statistically meaningful difference between major in special education and teachers college except for special education(p< .001). In addition, there was no statistically meaningful difference in grade, integrative experience in school age, being disabled person or not of family and relative, and present residential types. Second, influence factors of pre-teachers’ attitudes towards disabled person such as major and present residential types have an impact. With reference to attitudes towards disabled person, this study compared and discussed with an advanced research, and implication of the study was discussed

예비중등교사, 장애인에 대한 태도, Preservice of Secondary school teachers, Attitudes towards Disabled Person, SADP and ATDP-O

김용욱 Yong Wook Kim , 우정한 Jeong Han Woo , 김영걸 Young Gull Kim , 김남진 Namjin Kim , 김윤옥 Youn Ock Kim

DOI:10.19049/JSPED.2016.17.3.14 Vol.17(No.3) 333-358, 2016

For students with severe dyslexia, developing a dyslexia assessment tools which can highlight strengths and weaknesses of students with dyslexia is necessary to provide efficient intervention. That is the reason why this study developed and standardized a dyslexia assessment tools. Thus, the dyslexia assessment tools composed of 11 testlets including variables related to reading achievement and reading cognitive processing ability was developed. Followings are the results of standardization of 121 students with reading disabilities. As a result of examining the reliability of the assessment tools, inter-item consistency was high at .985 and standard error of measurement was showed from .937 to 12.291. In terms of validity, content validity was established by domestic and overseas preceding studies. As a result of conducting correlation analysis, confirmative factor analysis, regression analysis and analysis comparing differences among groups, the developed assessment tools turned out to be appropriate. Concurrent validity and predictive validity were also quite high. This study suggests diagnosis criteria for dyslexia based on examination of reliability and validity. A summary of the study and some suggestions were discussed for further studies.

난독증, 난독증 진단도구, 표준화, 읽기장애, 읽기, Dyslexia, Dyslexia Assessment Tools, Standardization, Reading Disabilities, Reading

강은영 Eun Young Kang , 박윤정 Youn Jung Park

DOI:10.19049/JSPED.2016.17.3.15 Vol.17(No.3) 359-388, 2016

A sophisticated curriculum design for special education classes must be needed to maximize the effectiveness of inclusive education for students with special needs including the at-risks and to systematically organize their teaching and learning process. Based on the classic curriculum theory, Backward Design advocated by Wiggings and McTighe(1998) has been widely used in general education aiming for the authentic learning of students based upon their educational needs. The design is similar to the instructional approaches, such as Task Analysis and Instructional Adaptations, for developing students`` Individualized Educational Plan(IEP)s in the filed of special education. Accordingly, it is valuable to explore the applicability of the design for curriculum development of special education classes at the elementary level, especially considering the strong connections between curriculum and students`` IEPs. This aligned work will reduce the double torture of curriculum development for the special class and setup of individual students`` educational plans among special education classroom teachers. Starting from the theoretical reviews of Backward Design, this study provided a framework for implementing the design to develop classroom curriculum and IEPs with examples. Implications for the practices and future study were addressed as follow: (a) positive aspects of strong connections between IEP and curriculum for both teacher and student, (b) teacher accountability for development and management skills of their classroom curriculum, and (c) instructional supports for enhancing authentic learning of their students. .

백워드 설계, 백워드 교육과정, 초등 특수학급 교육과정, 개별화교육계획, Backward Design, Backward Curriculum, Curriculum Development for Elementary Special Education Classes, IEP