조창빈 Cho Chang-been , 김두영 Kim Doo-young

DOI:10.19049/JSPED.17.4.01 Vol.17(No.4) 1-24, 2016

The purpose of this study is to identify how much the people with developmental disabilities are using the lifelong education program, what programs are being used, the use status, and the requirements on the management of lifelong program that will be participated in the future to provide basic data that will help develop policies regarding lifelong education for the people with developmental disabilities. For this purpose, survey analysis was performed on the survey result participated by 607 parents of children with developmental disabilities living in Seoul, and the main results are shown as follows. First, as a result of investigating on the use of lifelong education program on parents of children in their adulthood, 44.8% responded to have no experience in use to be close to 50%. the reason for nonparticipation, the most response was lack of information, and in the case of responding to have experience in using the lifelong education program, it was shown that arts and culture education and basic literacy education were mostly received in a rehabilitation center for people with disabilities. Second, as a result of analyzing the requirements on the operation of lifelong education program for people with developmental disabilities, the most preferred requirements were more than 1 year in operation period, 3 times in sessions per week and more than 5 hours in the daily operating hours, and the most preferred institution was the lifelong education facility for the people with developmental disabilities. Third, regarding the activation plan of the lifelong education program for people with developmental disabilities, developing and providing various programs for type and level of disabilities, and arranging professional staff were required. Also, to manage the curriculum for people with severe disabilities and providing educational counterplan for them, and maintaining lifelong education program continuedly provided were preferred. Based on the above results, the construction plan for lifelong education for people with developmental disabilities was discussed.

발달장애인, 장애인 평생교육, 요구 분석, People with developmental disabilities, Lifelong education for the disabled, Requirement analysis

홍선우 Hong Sunwoo , 강경숙 Kang Kyungsook , 이애란 Lee Aeran

DOI:10.19049/JSPED.17.4.02 Vol.17(No.4) 25-42, 2016

The purpose of the study was to examine special education teachers` knowledge content and practice skills for first-aid in the various emergencies and to provide procedures for minimizing the risk of further injuries to students with disabilities after contingent accidents at special education settings. Three hundred and three special education teachers were invited to participate in this study. All participants were from special schools and special classrooms in general schools. In order to examine special education teachers` treatment method in emergencies at special education settings, Special Education Teachers` first-aid Practice Questionnaire was used. SAS 9.1.3 program was used to analyze the Frequency and percentage of items in the questionnaire. The results of this study was as follows. The result revealed that the significant difference was found in knowledge of first-aid depending on interest and experiences of first-aid. However, the difference was not indicated in knowledge of first-aid depending on sex, age, education level, career of teacher. On the other hand, the significant difference was found in a competency of first-aid depending on sex, place of work, career of teacher, interest and experience of number of emergency situation. In addition to that, special education teachers experienced the emergency situations such as convulsion, vomiting/diarrhea, high fever, losing blood, fracture/dislocation in order, and then being suffocated, getting burned, getting hurt from a fall, being fallen. The implications and suggestions of this study is the necessity of developing and providing the first-aid educational program for special education teachers. Furthermore follow-up research is needed to explore the fact-finding on first-aid performed by special education teachers.

특수교사, 장애학생 안전교육, 응급처치, 지식, 수행능력, special education teacher, safety education, emergency situation, first-aid, competency

우이구 Woo Yigu , 김현태 Kim Hyuntae

DOI:10.19049/JSPED.17.4.03 Vol.17(No.4) 43-66, 2016

The purpose of this study is to analyze the performance and development plan of education policy for students with disabilities human rights protection through the recognition of the special class teachers. To this end, we investigated the recognition of the special class teachers`s awareness, importance, implementation, effectiveness by detailed tasks of education policy for students with disabilities human rights protection, proposed the development plans by analyzing through individual interviews. The results of this study are the policy for students with disabilities human rights protection was positive to protect the human rights of students with disabilities, sexual and human rights education was activated, educational materials and programs that can be utilized in the classroom were strengthened. We were able to derive the policy implications including improved laws and institutions for students with disabilities human rights protection, expanding training, enhanced the role of the human rights violation monitoring teams. Development plans of students with disabilities human rights protection are human rights education for students with disabilities should be reflected in the education curriculum, support for students with disabilities and parents should be strengthened by links of the family, school, community, support for school by strengthening expertise of the human rights violation monitoring team should be strengthened, development and supply of educational materials should be expanded.

장애학생, 인권보호, 교육정책, 성과, Students with disabilities, Human rights protection, Education policy, Performance

김남진 Kim Namjin , 김용욱 Kim Yong Wook , 우정한 Woo Jeong Han

DOI:10.19049/JSPED.17.4.04 Vol.17(No.4) 67-90, 2016

For the successful inclusive education, empirical data is required which enables the researchers in the fields of both general education and special education to recognize the necessity of and practice Universal Design for Learning(UDL) for themselves. The objects of this study are to collect domestic studies on the effects of classes with UDL and to examine the effectiveness between the UDL classes and dependent variables by a meta-analysis. For this, 175 academic journals and theses in all which were domestically published till the second half of 2015 were gathered. And, the nine theses which match the criteria were finally selected. The research result are as follows: First, classes with UDL are very effective teaching methods for improving academic achievement. Second, in aspects of affective domain, classes with UDL are effective to change affective characteristics of general students and disabled students into positive. Based on this study, UDL is effective teaching methods in both general students and disabled students. In addition the construction of more concrete materials on change of cognitive characteristics including academic achievement is necessary for general education participation. And effect size comparison on academic achievement produced by same evaluation method is necessary.

보편적 학습설계, 메타분석, Universal Design for Learning(UDL), meta-analysis

김용욱 Kim Yong Wook , 김경일 Kim Gyeongil , 우정한 Woo Jeong Han

DOI:10.19049/JSPED.17.4.05 Vol.17(No.4) 91-112, 2016

Students with dyslexia have serious difficulties in word recognition that is important to reading. Due to this, they may have difficulties across reading and show low achievement in other subjects. The purpose of this study was to explore the effectiveness of word recognition program which consider characteristics of Hangeul phonics and dyslexia on word recognition skills of students with dyslexia. The subjects of this study were two elementary students with dyslexia in 1 and 2 grade. The experimental design was multiple baseline across subjects and the program was administrated for 20 sessions. This study analyzed word recognition skills by pre-post test and intervention period test. The result of this study was as follow. The word recognition program had positive effects on the improvement of word recognition. Looking concretely to, first, regular word recognition ability were improved greatly, but it showed a difference in depending on the number of syllables and few replacement errors continued. Second, phonological change word recognition were improved greatly, but it showed difference in phonological change rules. Based on these result, some suggestions were provided for teaching students with dyslexia.

난독증, 단어인지, 파닉스, 읽기, dyslexia. word recognition, phonics, reading

김태숙 Kim Tae Sook , 정승문 Chung Sung Moon , 권순우 Kwon Soon Woo

DOI:10.19049/JSPED.17.4.06 Vol.17(No.4) 113-135, 2016

The aim of this study is to provide the assessment of structure capability and the basic material for language therapy for children by making an suitable analysis. It gives us performance capability in sentence repetition speaking as well as error patterns resulted from sentence repetition speaking for 4 to 6 age children and has been made for children who reside in Gimhae from March to April in 2013. The result showed that in the sentence repetition speaking ability according to length along with age increase, the age 4-5 group increased but the age 5-6 group had no significant difference. In the sentence repetition speaking ability according to age and sentence structure 4-5 age group showed a significant difference but 5-6 age group, no difference. And complex sentence ability was higher than simple sentence ability in 9words length. The analysis of error patterns represented that the children included in 4 to 6 age group had a high number of error on the omission, substitution, addiction and displacement in the order. In omission, 4, 6, 5 age in order had a high error patterns. In substitution, 6 age had higher than 4-5 age. There was a significant result in subject, object, predicate, relative, Adverbial-omission, predicate-substitution and Adverbial addiction in the analysis of error patterns according to sentence composition. The 4-6 age group had the most frequent error patterns in Adverbial omission and second more frequent in predicate-substitute. Especially, 6 age made a higher error patterns than 4-5age. Therefore, this study obtained the result was similar to that of Van Riper, 1984 that the basic structure development was made before or after 5 age in that it had a significant difference between 4 and 5 age. Accordingly, language intervention shall be made by dint of considering 4-5 age difference for the purpose of making structure ability development enough to use a string of sentences with the children to own language retard and it needs to make related study deeply.

문법, 통사론, 문법관계, 변형, grammar, syntax, grammatical relation, transformation

윤병천 Yoon Byeongcheon , 정욱찬 Jeong Wookchan , 고인경 Koh Inkyung

DOI:10.19049/JSPED.17.4.07 Vol.17(No.4) 137-156, 2016

This study analyzed the morphology of North Korean Sign Language(NKSL). It was targeted for 2,463 words of NKSL dictionary, NKSL book and NKSL play card. The results were as follows. First, 22 kind of word parts were found, the incidence was highest in the political words. Also 9 kind of word classes were found, among them were the nouns most often. Second, all four were found morpheme, the most common one morpheme to 78%. Analysis of the non-dominant on hand could be classified into 8 types. It showed a characteristic matching the Korean Sign Language. Third, word formation of NKSL was analyzed by the 5. It was combined freely without specific rules. This research is the foundation, a greater variety of materials to be studied. A greater variety of materials to be studied. To the actual study, we suggested the need for a joint study of the North Korea and South Korea.

형태소, 비우세손, 초두어, 조어법, morpheme, non-dominant on hand, anlaut, word formation

손순열 Son Sun-yeol , 허유성 Heo Yu-sung

DOI:10.19049/JSPED.17.4.08 Vol.17(No.4) 157-177, 2016

This study examined how teachers at special education schools utilized the results of Teacher Evaluation for Professional Development(TEPD) and how they perceived the effectiveness of co-worker evaluation and the satisfaction of students and parents in TEPD. In addition, this study analyzed the coefficients using multiple regression analysis to compare the impacts of teachers` individual variables to the perceptions of TEPD utilization and effectiveness. A total of 192 participated in this study. According to the results, first, teachers perceived negatively on TEPD`s utilization and effectiveness. Second, teachers thought that TEPD negatively impacted on their teaching expertise. However, they perceived slightly positively TEPD`s impact on job satisfaction. Third, according to multiple regression analysis, TEPD`s utilization and effectiveness of coworker evaluation impacted positively on teaching expertise. However, satisfaction of students and parents was not significant variables. The coefficients of teacher`s background variables were relatively weak. Age, teaching years, and joining of teacher`s organization were significant variables. About job satisfaction, TEPD`s utilization and effectiveness related variables were significant. The satisfaction of students and parents was most significant variables. None of teacher`s background variables was significant in job satisfaction.

교원능력개발평가, 수업전문성, 직무만족도, Teacher Evaluation for Professional Development, teaching expertise, job satisfaction

김하나 Kim Ha-na , 김정완 Kim Jung-wan

DOI:10.19049/JSPED.17.4.09 Vol.17(No.4) 179-194, 2016

A verb has a more complex structure semantically, syntactically, and pragmatically, so the naming performance of children may vary depending on how the stimulus presentation type is adjusted in the confrontation naming task. This study investigated the performance (total score and response time) in verb naming task according to stimulus presentation type (picture vs video clip) in normal 5-year-old children and children with developmental language delay (DLD). As the result of the study, the total score of naming task was higher by 2 points on average in normal children than in DLD children (F = 22.170, p < .001), and the response time was 0.68 seconds faster on average (F = 9.354, p < .01). By stimulus presentation type, the total score (F = 37.912, p < .001) and response time (F = 17.539, p < .001) of naming task were both found to be improved when suggested in video clip than in picture. In conclusion, due to the semantic characteristics of verb with a series of movements and changes in states, video clips could be effectively utilized in word retrieval assessment and intervention targeting DLD children.

자극제시유형, 동사, 이름대기, 평균 반응시간, stimulus presentation type, verb, naming, mean response time

정소영 Jeong So-young

DOI:10.19049/JSPED.17.4.10 Vol.17(No.4) 195-218, 2016

This study aims to investigate disabled students` college preparatory preparation and needs. The study enrolled 404 students with disabilities who have successfully enrolled in universities through college preparation in special schools, special classes, and regular high schools. We investigated a range of explanatory variables that might affect disabled students` college entrance: the determinants of majors, preparation period, information gathering, support providers, connectivity with school curriculum, private education, support programs, and difficulties in preparation for college. We also examined the needs for supporting college entrance. Results showed different experiences and difficulties for students based on disability. In terms of college entrance support programs, students with visual and hearing impairment and physical disabilities required the highest level of admission consulting; those with developmental disabilities required a pre-college experience camp the most. Support policies that should be initially provided for college entrance also differed: students with visual impairment requested information on college entrance and adjustment training for integrated living; those with hearing impairment and physical and developmental disabilities requested information on college entrance. To improve preparation for college entrance, visual impaired students requested mandatory enforcement of guidance on college entrance, operation of a web site with information on college entrance, and compulsory information access the most. Students with hearing impairment and physical disabilities requested mandatory enforcement of guidance on college entrance, while those with developmental disabilities requested operation of a website with integrated information on college entrance and compulsory information access the most.

장애대학생, 대학진학, 대학진학 지원 프로그램, College students with disabilities, College entrance, Support programs for college entrance

이선민 Lee Sun Min , 박재국 Park Jae-kook

DOI:10.19049/JSPED.17.4.11 Vol.17(No.4) 219-242, 2016

The purpose of this study was to explore the level of perception on job competence of special education teachers and then to investigate their needs and priorities. To these ends, 5 core competences and 40 items were extracted by performing literature review, and 10 special education experts verified the content validity of items. And then 148 special education teachers were asked to complete the questionnaire. Results were as follows: First, in terms of survey on the level of perception on the five sub job competences, the gap between the importance level and current status level on special education teachers` basic features and attitude was the widest. On the contrary, the gap between the importance level and current status level on class management and adminstration was the most narrow. As well, there were significant differences according to sociodemographic variables such as career period, duty organ, and school class. Second, in terms of special education teachers` needs and priorities, they needed various competences such as ‘competence to maintain the physical and emotional security through managing stress’, ‘competence to establish view and philosophy of education’, ‘competence to use proper teaching method’, ‘competence of dealing with situation’, and ‘competence of self-development to foster expertise’. Based on these results, the improvement plans to facilitate special education teachers` job competence were suggested.

특수교사, 직무역량, 인식, special education teacher, job competence, perception

전상신 Jeon Sang Shin

DOI:10.19049/JSPED.17.4.12 Vol.17(No.4) 243-268, 2016

Recently the name of Asperger Syndrome was disappeared and was unified with Autism Spectrum Disorder from the newly reorganized DSM-5 criteria. While controversy over its diagnosis has been ongoing, this study updated and reviewed the trends in academic researches that are related to the asperger syndrome published between 1994 and June 2016 in Korea. A total of 80 studies was selected based on inclusion criteria and exclusion criteria and was analyzed by the published year, the research topic, and the research type. The results of this review were as follows. First, the domestic researches related to asperger syndrome tended to increase significantly since 2008. Second, language and communication, social competence, and behavior were the main topics of researches and especially, social competence was the most popular topic in numerous researches. Third, the main research types were the intervention study and the characteristic study. The synthesis study was conducted in many researches. However, only two researches were included in diagnosis and assessment study criteria. Fourth, as a result of reviewing the research topics according to the type of studies, most common topics were social competence in the intervention study and language and communication in the characteristic study.

아스퍼거증후군, 자폐 스펙트럼 장애, 연구 동향, asperger syndrome, autism spectrum disorders, DSM, research trends

황순영 Hwang Soon-young , 정수영 Jeong Su-yeong , 이후희 Lee Hoo-hee

DOI:10.19049/JSPED.17.4.13 Vol.17(No.4) 269-296, 2016

This study set research problems as the current states of sexuality education in families of students with disability and awareness of parents on sexuality education in families of students with disability. To research these problems, a survey was conducted 350 parents of students with disability who are enrolled in elementary, middle, and high school and special school located in Busan and Gyeongnam area, and used total 218 copies on the analysis. For data processing, gender, arrangement type, and grade level of children were established for variables, and conducted frequency analysis and cross analysis. Conclusion based on the research result and discussion on the current states of sexuality education and awareness of parents in families of students with disability is as follows. First, for current states of sexuality education in families of students with disability, it was identified that they were conducting sexuality education in general but they were mainly passive sexuality education centered around intervention for problem behaviors. Secondly, for awareness of parents on sexuality education at home of students with disability, they considered that sexuality education is necessary for them to establish healthy sex culture and value by acquiring correct knowledge of sexual matters.

가정, 성교육, 장애학생, 부모인식, Families, Sexuality Education, Students with Disability, Parents Awareness

정혜림 Jung Hyelim , 김보배 Kim Bobae , 양민화 Yang Minwha , 이애진 Lee Aejin

DOI:10.19049/JSPED.17.4.14 Vol.17(No.4) 297-321, 2016

The purpose of this study was to investigate the effect of Korean phonics instruction for kindergarten children whose parents were Chinese. With the rapidly increasing population of multicultural families, national attention was drawn to the subject of appropriate education for children from multicultural families. The subjects for this study were seven five-year-olds, who were diagnosed as at-risk for dyslexia. A direct instruction phonics program was provided to the children for seven weeks. During the intervention, the pupils were given phonics intervention with six principal vowels: ㅏㅓㅗㅡㅣ. The results showed that the kindergarten children who received the phonics instruction increased their abilities in reading and spelling principal vowels. However, the children who had developmental difficulties or behavioral problems did not respond to the intervention as well as other participants. The results of this study suggested that although the systematic phonics intervention was given only for a short period of time, it successfully increased multicultural children`s understanding about the alphabetic principles. Such results imply that phonics direct instruction can be an appropriate approach to prevent reading failure of multicultural children.

다문화 아동, 난독증, 파닉스, 예방, multicultural children, dyslexia, phonics, prevention

홍기순 Hong Ki-soon , 곽승철 Kwak Seung-chul

DOI:10.19049/JSPED.17.4.15 Vol.17(No.4) 323-346, 2016

This study investigated the effect of story mapping program on the comprehension and mean length of utterance in clutters of students with autistic disorder. For the baseline phase, researchers conducted a comprehension test after reading the prepared stories, analyzed the recordings of the story retold by the students, and mean length of utterance in clutters. For the intervention phase, researchers trained the students to read stories and to construct story maps, tested their comprehension and story construction ability, and then mean length of utterance in clutters. The maintenance phase was identical to the baseline phases. The results of this study are as follows. First, the story mapping was effective in comprehension. It helped the students show better factual comprehension performance and inferential comprehension performance. Second, the story mapping training was effective in improving the mean length of utterance in clutters. Both the C-unit of all the students and the average cluster length of each C-unit were improved. Overall, the story mapping was positively effective in improving comprehension and mean length of utterance in clutters of students with autistic disorder.

스토리 맵, 자폐성장애, 내용이해, 평균어절길이, story mapping program, comprehension, mean length of utterance in clutters

유환조 Yoo Hwan Jo , 이영철 Lee Young Chul

DOI:10.19049/JSPED.17.4.16 Vol.17(No.4) 347-368, 2016

The purposes of this research were to examine the effects of positive behavior support on the problem and class participation behaviors of middle school students with autism which accompany intellectual disabilities. Subject of this research was a student with autism which accompany intellectual disabilities who was attached to H special school in Jeollanam-do. For this study, multiple probe across Three problem behaviors design was applied. And using partial-interval recording, the events of action was measured. Also variation of each session were presented as graphs. Mediation consists of antecedent-centered, replacement behavior-centered, subsequent outcome-centered mediation intervention. Results of this study were as follows. First, positive behavior support was highly efficient in decreasing problem behaviors of student with autism which intellectual disabilities. The incidence of problem behaviors were decreased. Second, positive behavior support was efficient in increasing of student with intellectual disabilities. Third, decreased problem behaviors and increased participation behaviors in class were maintained. In conclusion, positive behavior support was efficient method for decreasing problem behaviors and increasing class participation behaviors of students with autism which accompany intellectual disabilities positively.

긍정적 행동지원, 지적장애를 수반한 자폐성장애, 문제행동, 수업참여행동, positive behavior support, Autism which Accompany Intellectual Disabilities, problem behaviors class participation behaviors

정은주 Jung Eunju

DOI:10.19049/JSPED.17.4.17 Vol.17(No.4) 369-394, 2016

The purpose of this study was to investigate how the general education documents at the national and regional level present the education for students with disabilities. To do this, this study reviewed the General Guidelines in 2009 Revised Curriculum and 17 MPOE(Metropolitan?Province Office of Education) Curriculum Arrangement and Implementation Guidelines at the elementary and middle school level. The results are as follows. First, the General Guidelines mentioned 3 times on education for students with disabilities and most of MOPE have the same contents as the General Guidelines includes. In the cases of having additive guidelines in MOPE, the scope and specificity varied depending on MOPE. Some MOPE did not describe in detail on education for students with disabilities but only inform the teachers to reference the documents related to special education. Also, there were needed special educator’s review on the contents and terms in MOPE Curriculum Arrangement and Implementation Guidelines for the exact guidance. Finally, there needed more concrete guidelines for general education teachers to support their students with disabilities.

특수교육대상학생, 일반 교육과정, 시·도 교육청 교육과정 편성·운영 지침, 통합교육, students with disabilities, general education curriculum, MOPE Curriculum Arrangement and Implementation Guidelines, inclusive education

권요한 Kwon Yohan

DOI:10.19049/JSPED.17.4.18 Vol.17(No.4) 395-419, 2016

The purpose of this study is to explore the adequacy of organization and operating guideline of curriculum proposed by special education basic curriculum applied by special schools. For this, the contents proposed in organization, operating points and common factors of the basic curriculum were composed into 55 questions in 4 domains of subjects, creative experiential activities, extracurricular activities and curriculum quality management and distributed to 89 special schools nationwide to study their importance and practice. The survey result was processed through mean, standard deviation, and test for difference in means per domain and question. Major result and conclusion obtained through discussion are as follows : First, with regard to the organization and operating guideline of curriculum proposed by basic curriculum, the significance and practice of subjects, creative experiential activities, extracurricular activities and curriculum quality management were all highly perceived. However, the difference in perception of significance and practice were extremely high, rendering the adequacy extremely low. To solve this, it is important to more clearly establish the identity of basic curriculum. For special schools applying basic curriculum, due to the overlapping phenomenon of students with disabilities, it is important to make efforts to review revision of the curricular correlation to regular schools and revise in various ways, i.e. change the identity of subjects to curriculum activities; or strengthen the correlation between subjects and creative experiential activities; or develop and distribute extracurricular activities. Also, in order to improve the adequacy of special education basic curriculum in special schools, it is important to exert efforts to gradually change the direction of development of curriculum from the top-down to bottom-up method. Second, the efforts to improve the adequacy of organization and operating guideline of curriculum proposed by special education basic curriculum must solve the identity problem along with the problem which comes with trusting the authority to determine the curriculum in special schools, i.e. the expertise autonomy of schools with respect to organizing and operating the curriculum, problems in converting and applying simplified basic curriculum to special schools, problems in supporting organizing and operating curriculum, teaching and learning, and evaluation, and problems pertaining to activating school curriculum and self-evaluation. Third, the contents with high adequacy in special schools with respect to organizing and operating special education basic curriculum, i.e. limiting number of subjects per semester, varying number of lectures within 20% range per subject, opportunity education on current social issues, after school programs and summer or winter programs, everyday English, utilization of info-communication, use of leisure time, rehabilitation, health education, and school sports club activities as well as creative experiential activities must strengthen their correlation with state-level and school-level curricula must be continuously supported to maintain and expand their adequacy.

기본교육과정, 교육과정적합성, 학교교육과정 편성·운영, special education curriculum, basic curriculum, special school

강미라 Kang Mi-ra

DOI:10.19049/JSPED.17.4.19 Vol.17(No.4) 421-452, 2016

The purpose of current study was to develop measure of the Inclusive Classroom Questionnaire (Hereafter ICQ) by testing reliability and validity. The ICQ were distributed to students by classroom teachers in June-July 2014, totally 1920 responses were analyzed for this current study. The reliability testing and confirmatory factor analyses(CFAs) described herein were undertaken as an important step in the process of scale development and validation of the instruments` constructs and stability between school and gender levels. The results of current study were as follows. First, the reliabilities for the 5-factor scales were totally .89, the middle school`s and high school`s reliabilities for the 6-factor scales were totally .92 and .90, showed a high reliability. In the test-retest reliability, the correlation coefficient obtained for Total ICQ Score between the two ratings were .95(for elementary), .97(for middle school), and .95(for high school)(p<.01). The coefficient of such magnitude provides convincing evidence that the ICQ results are stable over time. Second, the ICQ two versions were characterized by adequate convergent, discriminant validity and cross-validation(configural invariance and measurement equivalence). Third, the fit of the ICQ elementary, middle, and high school were good, acceptable internal consistency estimates were obtained again for total and subscale scores according to school and gender levels, and the goodness of fit of five constructs model and six constructs model to the model reproduced by empirical data were favorable.

통합학급 사정 척도, 신뢰도, 교차타당성, 형태동일성, 측정동일성, Inclusive Classroom Assessment Scale, Reliability, Cross-Validation, Configural invariance, Measurement equivalence

김병하 Kim Byung Ha

DOI:10.19049/JSPED.17.4.20 Vol.17(No.4) 453-473, 2016