김서진 Kim Seo-jin , 장혜성 Chang Hae-song

DOI:10.19049/JSPED.2017.18.1.01 Vol.18(No.1) 1-24, 2017

A purpose of this study is to know that elementary school students with intellectual disabilities can maintain their learned knowledge and skills through educational application of smart learning after passing over 4 weeks. To be specific, the study wants to know whether three students who had been educated by community-based instruction can use these skills again at the same food court and do that by themselves. Meantime, the multiple probe design across participants had been used as an experimental design in the study. At the arbitration stage, students had been educated with educational application, various strategies for the arbitration at the same time. In the generalization stage, students had been experienced new food court three times during specific time. After this, maintenance test was conducted three times as well. To conclusion of this study, the community-based instruction with educational applications of smart learning is an effective and useful method for students with disabilities to obtain food court or other places using independently.

교육용 애플리케이션, 푸드코트 이용하기, 지적장애 초등학생, smart learning, food court, elementary school students, intellectual disabilities

김용욱 Kim Yong Wook

DOI:10.19049/JSPED.2017.18.1.02 Vol.18(No.1) 25-50, 2017

The phonological awareness, phonological memory and word recognition ability are basic skills in reading. The purpose of this study were as follows: First, to compare the characteristics of phonological awareness, phonological memory and word recognition ability between students with reading disabilities and general students. Second, to know the relationship between phonological awareness, phonological memory and word recognition. For this study, 61 elementary school students(31 students with reading disabilities and 30 general students) were employed and tested by phonological awareness test, phonological memory test and word recognition test. The data analysis method were two-way ANOVA 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 phonological awareness, phonological memory and word recognition. Second, the relationship between phonological awareness, phonological memory and word recognition was significant. Based on this results, some suggestions were provided for teaching students with reading disabilities.

읽기장애학생, 음운인식, 음운기억, 단어인지, 읽기, 일반학생, students with reading disabilities, phonological awareness, phonological memory, word recognition, reading, general students

박정숙 Park Jung-sook

DOI:10.19049/JSPED.2017.18.1.03 Vol.18(No.1) 51-70, 2017

The purpose of this study was to develop a psychomotor program geared toward preschoolers with delayed language development and to examine its effects on the receptive and expressive language of young children with delayed language development. The subjects in this study were six preschoolers who were selected from among the young child users of a child development center, which was a specialized center for speech-language therapy in an urban community in South Gyeongsang Province. The selected young children were diagnosed with delayed language development by doctors, and a psychomotor program was provided for them. The findings of the study were as follows: First, the psychomotor program exerted an effective influence on the improvement of the receptive language of the preschoolers with delayed language development. Second, the psychomotor program exercised an effective influence on the improvement of the expressive language of the preschoolers with delayed language development. As the findings of the study illustrated that the psychomotor program had positive impacts on the improvement of the receptive and expressive language abilities of the preschoolers with delayed language development, the program should be utilized as an intervention strategy to accelerate the language development of preschoolers with delayed language development.

언어발달지체 유아, 심리운동 프로그램, 수용언어, 표현언어, Preschoolers with Delayed Language Development, Psychomotor Program, Receptive Language, Expressive Language

권순우 Kwon Soon Woo

DOI:10.19049/JSPED.2017.18.1.04 Vol.18(No.1) 71-92, 2017

The purpose of this study is to investigate degrees of satisfaction of the hearing impaired college students in order to provide appropriate learning support for them and to improve their satisfaction. Three college students with hearing impairment participated in this study, with whom we attempted to identify how to improve the direction and satisfaction of appropriate support in teaching and learning for hearing impaired college students through individual and in-depth interviews. The results of this study are as follows. First, as for the lecture-related learning support for college students with hearing impairment, the subjects received contents of lectures without difficulty when sign language interpretation was provided during the lectures, while those studying natural sciences had relatively much difficulty in following lectures. In terms of contents besides lectures, all the subjects frequently felt difficult in communication. The students in consequence wanted a wide range of interpreter services provided by their college at national level in all the activities at school. Second, as for the supports of lectures, learning, and communication, all the three participants were mostly satisfied with the items. They felt particularly satisfied with sign language and shorthand interpretation, followed by electronic attendance-absence recording systems, need-basis scholarship, and convenience of signing-up courses. However, despite their contentment in varied learning support in school, all the three participants showed extremely lower satisfaction with professors and instructors, presenting three reasons―lack of diversity in lecture contents, shortage of interest and attraction in lecturing, and failure to understand basic traits or culture of students with hearing impairment.

수어통역, 학습지원, 청각장애, hearing impairment, learning support, sign language interpretation

강경호 Kang Kyung-ho , 이해균 Lee Hae-gyun

DOI:10.19049/JSPED.2017.18.1.05 Vol.18(No.1) 93-114, 2017

The purpose of this study is to analyze the attitudes toward school life and satisfaction with school life of high school students with adventitious blindness, and to provide basic information on educational improvements to enhance students` school Life. In order to carry it out, 134 students with adventitious blindness who attend 12 high school for the blind were given questionnaire sheet. And than those were analyzed according to background variables. These are the findings based on research and discussions. First, attitudes toward school life by background variables; female students remain more positive than male students. Students with low vision are presented more positive than blind students. Satisfaction with school life by background variables; students with low vision are presented more positive than blind students and it is high in the order of teens, twenties, thirties, forties and fifties. Second, attitudes toward school life by questions; students with low vision reveal more positive than those with visual impairment for confidence, self-consciousness, task solving abilities, promise and activity. Satisfaction with school life by questions; female students indicate more positive than male students for friendship, teachers concerns and use of classroom equipments. Third, the attitudes toward school life and satisfaction with school life present a positive correlation.

시각장애, 중도실명, 학교생활 태도, 학교생활 만족도, visual impairment, students with adventitious blindness, the attitudes toward school life, the satisfaction with school life

염현선 Yeum Hyun-sun , 한민규 Han Min-kyu

DOI:10.19049/JSPED.2017.18.1.06 Vol.18(No.1) 115-134, 2017

The purpose of this study was to develop and validate Korean version of self-determination scale for physical education(KSDS-PE). The Self-determination scale for physical education(SDS-PE) developed by MacDonald and Reid(2013) was translated in Korean and modified reflecting Korean culture. The pilot study was conducted to 20 physical education teachers who have taught students with disabilities at middle school and high school. The initial version which contains these 20 teacher`s review was produced through Korean translation with comparative cultural viewpoints. Through this process, 40 questions were selected in the end. 300 physical education teachers were asked to fill out the questionnaire of KSDS-PE and fourteen out of 300 subjects were found unsuitable. So 286 questionnaires were used for this study. The collected data were conducted analysis of the adequacy of the response categories and suitability of items by using Rasch analysis, and KSDS-PE was made. First, SDS-PE was translated by Korean and was modified that was considered Korean culture. The pilot study was conducted to 20 physical education teacher who have taught students with disabilities at middle school and high school, and initial version that was produced through translation and its review in the comparative cultural view and questions were selected. Second, the scale response categories of 7 point showed inappropriate, and we got the conclusion that 6 point scale is reasonable. Third, eighteen out of 40 items were found to be misfitted and overfitted, so the eighteen items were deleted and developed KSDS-PE with 22 items.

통합체육, 체육교사, 자기결정성, 척도, Inclusive Physical Education, General Physical Educator, Self-Determination, Scale

정희섭 Jung Hee-sup

DOI:10.19049/JSPED.2017.18.1.07 Vol.18(No.1) 135-160, 2017

This study aims to investigate the characteristics of regulations on the inclusive education of Special Education Act in Korea by multiple paradigms of disability. To do so, the basic viewpoints and policies were reviewed by multiple paradigms of disability and the characteristics of regulations on the integrated education were analyzed at the time of complete revision for Special Education Act based on these. The result demonstrated that the regulations on the inclusive education of Special Education Act were related to the connection between the impairment and the disability with limited views between the disability and the society. Also, they concentrated to solve the problems caused by the disability with physical and functional elements rather than with perceived and representational elements. Therefore, it is required to supplement the future regulations on the inclusive education of Special Education Act more focusing on the relation between the disability and the society than that between the impairment and the disability based on the social model. This study suggested the amendment be desirable to make balance between physical/functional elements and perceived/ representational ones applying the viewpoint of idealism.

장애학, 다중 패러다임, 통합교육, 특수교육법, disability studies, multiple paradigm, inclusive education, Special Education Act

박지수 Park Ji-soo , 황순영 Hwang Soon-young

DOI:10.19049/JSPED.2017.18.1.08 Vol.18(No.1) 161-182, 2017

The purpose of this study is to suggest the field contribution and improvement of expert 1 qualification training for secondary special education teacher. The survey was conducted and analyzed 161 secondary special education teachers. The results are follows; First, Secondary special education teachers had expectation to develop professional understanding on the basic curriculum for students with special needs through teacher qualification training. Also, they weren`t satisfied with in service trining contents compared to their expectation. So they perceived that field contribution of expert level 1 qualification training was not good. On the one hand, they were satisfied with training contents related on the teaching methods and subject expertise. Second, the improvements was suggested to be more field application possibility.

중등특수교사, 1급 정교사 자격연수, 현장기여도, 개선방안, secondary special education teacher, qualification training, field contribution

김성희 Kim Sung-hee , 신현기 Shin Hyun-ki

DOI:10.19049/JSPED.2017.18.1.09 Vol.18(No.1) 183-213, 2017

Despite the fact that women with intellectual disability can acquire social, sexual skills, it is historically not accepted that they can marry and give birth. Furthermore, these women have not been recognized with the academic interest although they have built their own maternal experience. While paying attention to these facts, this study tries to examine two types of their maternal instincts, which have been overlooked : one that regards them as the mothers taking care of and nurturing children and the other one that these women regard in their life as mother, not just in a biological perspective. Therefore, this study tries to focus on how these women with intellectual disability consider the maternal instinct. It approaches this issue as one of the universal, existential issues without a special view on the minority in this society. To capture the maternal instincts of women with intellectual disability, participant observation and lifetime narrative interview had been conducted with three intellectually disabled moms from June, 2016 to June 2016. Also, to verify the data, the interviews with their acquaintances were attempted. Through this research, the ways that women with intellectual disability recognize the maternal instinct are found. First, after the pregnancy and the delivery, they have been changed from the ones that should be concerned to the ones that participate in their lives. Secondly, after the delivery and the nurture, these women have experienced the existential fellowship without tension. Lastly, while they face the reality of the delivery and the nurture, they have an opportunity to develop their maternal instinct. In conclusion, the maternal instinct of the intellectually disabled mothers was not confined in the conventional idea that their personal skills are insufficient. These women own their ordinary maternal life by constantly building their identity through the incessant interaction with their children.

지적장애, 생애내러티브, 모성, intellectual disability, lifetime narrative, maternal instinct

강민 Kang Min , 손승현 Son Seung Hyun

DOI:10.19049/JSPED.2017.18.1.10 Vol.18(No.1) 215-249, 2017

The purpose of this study was to investigate the effects of persuasive writing strategy for high school students with hearing impairment by Self-Regulated Strategy Development(SRSD) instruction on POW+TREE. SRSD writing instruction was used for three students with hearing impairment to improve persuasive writing abilities. Instructional effects were investigated using multiple probe baseline design across the participants with maintenance and generalization phase after the intervention was terminated. Writing abilities were improved for all three students and the effects were maintained and generalized after the intervention. These findings proved that the application of SRSD writing instruction was effective for student with hearing impairment on writing abilities both in quality and in quantity.

청각장애, 자기조절전략, 쓰기교수, 쓰기 능력, POW+TREE, Hearing impairment, Self-Regulated Strategy Development(SRSD), writing instruction

최승숙 Choi Seungsook , 김은하 Kim Eunha

DOI:10.19049/JSPED.2017.18.1.11 Vol.18(No.1) 251-276, 2017

The purpose of this study was to develop a service-learning program related to the school curriculum and to find out the perception of students participated in the service-learning program. The participants were 48, 2 classes of 3rd graders at C elementary school in Seoul. There was one student with intellectual disability, in each class. The students in two inclusive classrooms were participated in the service-learning program at their creative experience activity time, once a week for 12 weeks. The service-learning program was based on the key accomplishment standard of the curriculum of 1st semester of 3rd grade. Researchers has analyzed the standard and the content of each chapter and constructed the service-learning program with it. Data were collected through journal writings and pre-post focus group interviews. In order to ensure the reliability, collected data analyzed by the researchers took the procedures of the triangulation between researchers and among materials, and the member check. Researchers found that the emotion, understandings, and the behavior of students changed correlatively in positive way. The awareness of the fun implementing services for others passed into the expansion of the understanding on the service(volunteering), and the expanded understandings passed into changing behavior of the students. This study has the meaning of that it found a service-learning program which developed related to school curriculum could foster the personality of the students and facilitate the inclusion.

봉사학습, 인성교육, 창의적 체험활동, service-learning, character education, creative experience activity