박태경 Park Tae-kyoung , 박재연 Park Jae-yeon

DOI:10.19049/JSPED.2017.18.2.01 Vol.18(No.2) 1-24, 2017

This study is for verifying the effectiveness of parenting stress, self-esteem, and depression of parents with developmental disabled children by counselling. We organized subjective group and controlling group of each 8 people among 16 parents having 5 to 12 years-old children with developmental disabilities, who were with A Developmental Counselling Center located in K City. After group counselling was conducted 8 times from 15th April to 3th June, 2015, we had a post-term test after 3 months, 2th Sep., 2015. After carrying out three tests (pre test, post test, follow-up test), we checked the effectiveness inside the groups and the effectiveness between the subjective group and controlling group. Comparing the subjective group with the controlling group was performed by a non-parametric statistics method. In order verify pre-homogeneity between two groups, Mann-Whitney U test and X2-test were conducted. In order to compare the difference between two groups` pre-, post-, following-up test scores, was carried out to compare two groups mutually. Meaningful results have been shown statistically in all parenting stress, self-esteem, depression. Particularly, highly meaningful level appeared clearly in parenting stress. This study can make a positive influence significantly on parents with developmental disabled child by enhancing the self-concept clarity and environment -associated parenting stress, self-esteem, and depression.

발달장애아동부모, 양육스트레스, 자아존중감, 우울, 집단상담, 자기개념 명확성, parents with developmental disabled child, parenting stress, self-concept clarity, self-esteem, depression, group counselling

이학준 Lee Hak-jun , 김남진 Kim Nam-jin , 김용욱 Kim Yong-wook

DOI:10.19049/JSPED.2017.18.2.02 Vol.18(No.2) 25-40, 2017

The purpose of this study is to examine the philosophy of universal design and the educational philosophy of universal design for learning(UDL). The research method was studied literature. The results are as follows. First, it is a philosophy of universal design. Universal design is intended to simplify everyone`s lives by making products, communication, and environments already rescued as useful as possible, with as few people as possible or at no additional cost. The philosophy of universal design is summarized as barrier free movement design, integrated design, design for all. Second, it is the educational philosophy of UDL. UDL is a teaching and learning design for all, and the educational philosophy is as follows. 1) The ideal human image is a learning expert. 2) Objectives are educational design for all. 3) The teaching method should be able to be changed and differentiated according to the learner based on the context of the task, the social and the positive dimension of the learner, and the atmosphere of the classroom. and it should be able to continuously monitor progress. First, various cognitive network support, second, various strategic network support, and third, various emotional network support. 4) Contents were able to confirm contents of UDL in educational use of seven principles of universal design. The educational uses of the seven principles are as follows. It is an equitable curriculum, a flexible curriculum, a simple and intuitive teaching, a variety of means of expression, a success-oriented curriculum, a level of effort for the appropriate learners, and an appropriate environment for learning. and 5) The relationship between teachers and students is a horizontal relationship and a collaborative relationship. The curriculum should be designed so that students with disabilities/non-disabilities receive the best possible instruction in the class, and be able to provide students with various information related to the class.

보편적 설계의 철학, 보편적 학습 설계의 교육철학, 보편적 설계, 교과과정, 보편적 학습설계, UD, UDL, philosophy of UD, educational philosophy of UDL, curriculum.

천정민 Cheon Jeong-min , 김화수 Kim Wha-soo , 이근용 Rhee Kun-yong

DOI:10.19049/JSPED.2017.18.2.03 Vol.18(No.2) 41-62, 2017

This study examined the fad words recognition and usage characteristics of ordinary adults with a social and cultural point of view. Adults with mild intellectual disability (N=30) and age matched adults with no specific disability (N=30) were participated in the survey. The results of the study are as follows. First, the differences were found in the fad words recognition between adults with mild intellectual disability and ordinary adults such as the reason for using fad words, advantage of using fad words, the way of learning, thoughts on the phenomenon of using fad words. Second, there was a significant difference between the two groups in the usage characteristics of fad words. The fad words familiarity response, understanding ability of fad words and the score of expression ability of adults with mild intellectual disability were found to be significantly lower. Third, there were no significant correlations between the fad words familiarity response and the understanding ability in the sub-variables of the characteristic of using fad words, as a result of analyzing the correlation between fad words familiarity response and fad words understanding ability and expression ability of each group. This is due to the fact that adults with mild intellectual disability are becoming familiar with the fad words, as they understand the vocabulary that appears superficially, rather than attempting to grasp implicit words or implied meanings of the fad words, regardless of the level of fad words familiarity. This showed that adults with mild intellectual disability were more likely to have different fad words recognition and insufficient usage characteristics, and suggests that proper language education for understanding fad words is necessary for smooth peer communication.

경도 지적장애 성인, 유행어, 유행어 사용인식, 유행어 사용특성, mild intellectual disability, fad words, fad words recognition, fad words usage characteristics

옥정달 Ok Jung-dal , 우주영 Woo Ju-young , 윤병천 Yoon Byung-cheon , 박민 Park Min

DOI:10.19049/JSPED.2017.18.2.04 Vol.18(No.2) 63-78, 2017

The purpose of this study was to investigate the differences of sexual behavior, sexual knowledge, sexual attitude among students with hearing impairment according to their gender, grade, types of schools, type of protection, religious Yes No, presence or absence of sexual experience, types of main communication. The purpose of this study was to obtain the basic data for the development of sexual education and programs for the hearing impaired students by understanding the actual state of sexual behavior of the students with hearing impairment. The results of this study are as follows. First, there was a statistically significant difference in women`s sexual knowledge. There was a statistically significant difference between the groups with sexual experience in both sexual attitudes, sexual knowledge, and sexual behavior. In addition, there was a statistically significant difference in sexual behaviors among the group using both verbal and sign language. Second, sexual knowledge and sexual attitudes have a statistically significant effect on sexual behaviors and showed an explanatory power of 23.3%. The results of this study are meaningful in that they provided the basic data necessary for the development of sexual education programs and healthy sex life of students with hearing impairment.

청각장애, 성태도, 성지식, 성행동, hearing impairment, sexual knowledge, sexual attitudes, sexual behaviors

정소영 Jeong So-young

DOI:10.19049/JSPED.2017.18.2.05 Vol.18(No.2) 79-103, 2017

This research aims to study the experience of college students with disabilities preparing to advance into college. It investigates determining factors when selecting a college, preparing to advance into a college, any support received for college advancement, and the needs toward policies that address college advancement. A total of 60 students, including 20 high school students and 40 college students, participated in this research. According to research results, participants chose their majors with considerations to aptitude and the characteristics of their disability, and parents as well as teachers had the largest influence on choices regarding college advancement. Students prepared college advancement near the final year of high school and collected information on the internet. College students with disabilities suffered from difficulties including the lack of customized preparatory materials developed for the characteristics of different disabilities, and they complained the lack of information on college advancement due to the small number of programs that support college advancement at the school level. Compared to non-disabled students, policies to support college advancement of college students with disabilities were not implemented in an orderly manner, and students demanded the government to provide college information, resources to prepare for college entrance examinations etc. by creating an integrated college information website.

장애학생, 대학진학 준비, 대학진학 결정 요인, College students with disabilities, Preparing for College entrance, College entrance selection factor

김용성 Kim Yong-seong , 정진수 Jeong Jin-su , 박찬웅 Park Chan-ung

DOI:10.19049/JSPED.2017.18.2.06 Vol.18(No.2) 105-123, 2017

The purpose of this study was to examine the effects of cognitive neuroscience approach and cognitive psychological approach to the thinking of students with intellectual disabilities based on the view that human thoughts are the result of brain activity and the level of thought can be known by cognitive psychological approach The possibility of a convergent approach. It also suggests an observation teaching strategy for students with intellectual disabilities through this process. We analyzed cognitive neuroscience study results of brain activity on cognitive psychological study results and observation thinking process on instructional strategy considering learning characteristics of students with intellectual disabilities. After that, the research results of this area were converged and the directional implications for the observation teaching strategy for students with intellectual disabilities were divided as follows. First, based on the results of cognitive psychology, the teaching strategy elements were extracted. Second, we extracted the learning material and learning contents using the brain activity pattern during the thinking process and grasped the hierarchical level of the contents. Third, the results of cognitive psychology and neurophysiological studies are combined to show that the learning elements of all observations and partial observations are composed of easy-to-follow guided observations, difficult guided observations, and observational professions with difficult levels of independent observations Strategy. The purpose of this study was to investigate the effect of brain activity on the brain activity in the special education, to improve the learning ability of students with intellectual disabilities, It fosters the need to continue to work on integration into special education situations.

지적장애학생, 관찰사고, 뇌 기반 교육, students with intellectual disability, observation thinking, brain based education

김만인 Kim Man-in , 최성규 Choi Sung-kyu

DOI:10.19049/JSPED.2017.18.2.07 Vol.18(No.2) 125-154, 2017

The purpose of this study was to find out experience extent, the present playing conditions, limiting factors of night activities of people with hearing impairment, providing measures for appropriate support of night activities and original data required to develop night activities programs. The qualitative research method with individual and in-depth interviews was utilized for this study. Three adults with hearing impairment were participated for this study. The results from this study were as follows. First, the hearing impaired generally took part in various night activities, but did narrow range of activities and didn`t take deep enjoyment in night. Second, night playing activities of the hearing impaired were mostly performed indoor, not outdoor. Third, the main factors to limit night activities of the hearing impaired were largely divided into internal and external factors in this study. Fear of night, difficulties of communication were determined as internal factors and excessive control or protection of the parents(or tight restrictions of night activities in a dormitory), no playmate to do night playing activities together, lack of environmental resources to trigger night activities, the outdoor environmental risks were determined as external ones to limit night activities of them. Fourth, the hearing impaired`s cognition about support of night activities was very positive, and revealed that they needed to develop night activities programs for the hearing and the hearing impaired together as well as for the hearing impaired.

밤 활동, 의사소통, 청각장애인, Communication, night activities, the hearing impaired

김남진 Kim Nam-jin , 이학준 Lee Hak-jun , 우이구 Woo Yi Gu

DOI:10.19049/JSPED.2017.18.2.08 Vol.18(No.2) 155-170, 2017

The purpose of this study is to present UDL guideline 2.0 and Korean Web Content Accessibility Guidelines 2.1 by content element, ultimately showing the feasibility of UDL through the web. In order to achieve the purpose of the study, the contents of the UDL Guideline 2.0 and the Korean web content accessibility guideline 2.1 were selected as the research problems, and the similarities and differences were suggested based on this. As a result, the Korean web content accessibility guideline 2.1 still focused on accessibility. Therefore, it is shown that the UDL principle can be satisfied sufficiently to present information in various ways. However, the guidelines to satisfy the principle of allowing learners to express or participate in various ways were relatively limited. Therefore, in order to implement UDL according to the development of information and communication technology in the future, it is necessary to move toward the direction of diversity in interaction and participation rather than merely focusing on accessibility through complementing the guidelines. It is concluded that web accessibility should be preferentially used by complying with web accessibility guidelines.

보편적 학습설계, UDL 가이드라인, 한국형 웹 콘텐츠 접근성 지침, Universal Design for Learning, UDL guidelie, Korean Web Content Accessibility Guidelines

성경선 Sung Kyung Sun , 방명애 Bang Myong Ye

DOI:10.19049/JSPED.2017.18.2.09 Vol.18(No.2) 171-198, 2017

The purpose of this study was to analyze the single subject design studies on integration of elementary school students with disabilities based on the quality indicators of evidence-based practice. Thirty four single subject studies published from 2005 to 2016 were analyzed using the quality indicators of evidence-based practice developed by Horner et al.(2005) and CEC (2014). The research findings were as follows. First, the most widely selected subjects of the studies were students with intellectual disabilities. Multiple probe designs were the most widely used. The most widely selected dependent variables were academic engagement and problem behavior. The most widely selected independent variable was positive behavior support and the interventions of all studies were effective for improving dependent variables. Out of 34 studies generalization effects were tested only by eighth studies, while maintenance effects were tested by twenty five studies. Second, the quality indicators of intervention settings, background informations and qualifications of experimenters, operant definitions of the dependent variables fidelity of intervention, baselines, and internal validity were not fully fulfilled. Educational implications and suggestions for future studies were discussed.

증거기반의 실제, 초등학생, 통합교육, 장애학생, 단일대상 연구, evidence-based practice, elementary school children, inclusive education, students with disabilities, single subject design study

우이구 Woo Yi Gu , 신은선 Shin Eun Sun , 김동규 Kim Dong Kyu

DOI:10.19049/JSPED.2017.18.2.10 Vol.18(No.2) 199-222, 2017

The number of multicultural students are increasing in Korea and they are difficult to reading. 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 multicultura students and general students. Second, to know the relationship between phonological awareness, phonological memory and word recognition. For this study, 84 elementary school students(36 multicultural students and 48 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 abilities of multicultural students were 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. The phonological awareness and phonological memory were explanatory variables of word recognition. Based on this results, some suggestions were provided for teaching reading to multicultural students

읽기, 다문화학생, 단어인지, 음운인식, 음운기억, 일반학생, multicultural students, phonological awareness, phonological memory, word recognition, reading, general students

정선희 Jeong Seon Hee , 정경희 Jung Kyung Hee

DOI:10.19049/JSPED.2017.18.2.11 Vol.18(No.2) 223-243, 2017

The purpose of this study was to examine the accuracy of conjugation Adults with intellectual disabilities and ordinary language age matched children with a focus on morphological aspect. The subjects of this study was 20 persons including 10 adults with second to third degree intellectual disabilities and 10 ordinary age matched children. For the research task, we performed test of accuracy in the production of predicates. The test of conjugation accuracy consisted of 10 predicates and 5 endings. The test measured the accuracy of combination between those predicates and endings. First, There was a significant difference between the two groups in total scores for accuracy of conjugation. Second, a significant difference was observed between adult group with intellectual disabilities and language age matched children group in total scores for accuracy conjugation based on regularity of predicates. Moreover, a difference was found to exist between the two groups in regularity. Furthermore, a statistically significant difference was found between the two groups in terms of the effect of interaction based on group and regularity. A relatively large difference was found to exist between the two groups in accuracy of irregular conjugation, compared to regular conjugation. Third, when we examined the accuracy conjugation by ending, a significant difference in connection ending such as `nikka (so)` and `myeon (if)`was observed between the two groups. Fourth, no difference was found to exist between adult group with intellectual disabilities and language age matched children group in terms of frequency by error type and order of error rates. In conclusion, the above-mentioned results imply that guidance should be offered to clients with intellectual disabilities who have linguistic difficulty during intervention constantly with interest in relation to the irregular conjugation, considering that they still make mistakes in irregular conjugation even when they become adults, although they can learn the way to regular conjugation to some degree and can utilize regular conjugation accurately.

성인지적장애인, 용언활용, 어미, 규칙성, 불규칙성, adult with intellectual disabilities, conjugation, ending, regularity, irregularity

이선민 Lee Sun-min , 박재국 Park Jae-kook , 김은라 Kim Eun-ra

DOI:10.19049/JSPED.2017.18.2.12 Vol.18(No.2) 245-266, 2017

The purpose of this study was to explore the level of perception on teaching competency of special education teachers and the level of their needs. To these ends, 162 special education teachers were asked to complete the questionnaire designed by using literature review. Results were as follows. First, there were significant differences between the importance level and current status level of five sub teaching competencies. As well, there were statistically significant differences according to sociodemographic variables such as career period, school class, duty organ, and status of homeroom teacher. Second, in terms of special education teachers` needs on the teaching competency, they needed various competencies such as `assessment the learning outcomes with proper instrument for evaluation`, `understanding a series of inter-subject and intra-subject`, `self-reflection and peer-evaluation after class`, and `delivering an individualized instruction`. Based on these findings, practical strategics for developing teaching competencies were suggested.

특수교사, 교수역량, 인식, 요구도, special education teacher, teaching competency, perception, needs

박미경 Park Mi-kyung , 강경숙 Knag Kyung-sook

DOI:10.19049/JSPED.2017.18.2.13 Vol.18(No.2) 267-296, 2017

The purpose of this study is to identify the implementation and the needs for improvement of the teaching-learning methods and evaluation of the students with disabilities in the basic curriculum according to the revised special education curriculum of 2015, focusing on special education teachers working in special schools and special classes. It was carried out to suggest implications. 12 special education teachers with at least 7 years of educational experience were interviewed and the data were collected and categorized using continuous comparative analysis method, teaching and learning methods in special education, evaluation of students with disabilities, curriculum and textbooks, And 5 sub-major topics and 18 sub-topics, such as the application of curriculum, teaching method, and the need for improvement of evaluation. The methods of improving teaching-learning methods and evaluations include clear and detailed guidelines including practical examples, systematic training and data dissemination, exchange of opinions and information exchange among teachers through the activation of teacher meetings, and special characteristics of special education Finally, it was suggested that students should focus on the evaluation of students with disabilities, provide clear evaluation criteria, sample sentences for evaluation, and teacher training.

특수교육교사, 장애학생 교수ㆍ학습 방법, 장애학생 평가, special education teacher, teaching-learning methods of the students with disabilities, assessment of students with disabilities