명소연 Myeong So-yeon , 김두영 Kim Doo-young

DOI:10.19049/JSPED.2017.18.3.01 Vol.18(No.3) 1-23, 2017

This study aims at examining and analyzing the perception of and the state of participation in lifelong education on the part of the parents of children with developmental disabilities, and seeking ways to increase those parents` future participation rate in lifelong education based on the results of the aforementioned examination and analysis. For this study, 310 parents of children with developmental disabilities were surveyed, and the questionnaires from the survey were analyzed, with the results as follows. First, the understanding degree about the concept of lifelong education and the level of acquaintance with the term of lifelong learning, or lifelong education of the parents of children with developmental disabilities were low. Those indicators (the understanding degree and the level of acquaintance) showed statistically significant differences across the gender of the parents, the highest level of schooling of the parents, total family income, and the degree of disability of the children. On the contrary, the level of interest in lifelong education was very high and the will to participate in it was shown to be very strong. Secondly, the participation rates in lifelong education both in the past and in the future of the parents of children with developmental disabilities were shown to be very low. In the case of the parents who had ever participated in lifelong education, the answer that they took part in it voluntarily, the answer that the duration of the participation was less than 6 months, and the answer that the institutions they attended were social welfare centers and rehabilitation centers for people with disabilities accounted for about half of the total answers, respectively. Also, as for the main purposes of participating in lifelong education, in order to acquire new knowledge and information, and in order to get some help with raising children with developmental disabilities were the most frequent answers. Based on the results above mentioned, we discussed some ways to vitalize lifelong education of the parents of children with developmental disabilities.

발달장애인 부모, 장애인 평생교육, 평생교육 인식, 참여 실태, Parents of children with developmental disabilities, Lifelong education for people with disabilities, The perception of lifelong education, The state of participation

이근용 Rhee Geun-young , 박정식 Park Jung-sik

DOI:10.19049/JSPED.2017.18.3.02 Vol.18(No.3) 25-54, 2017

The purpose of this study is to find out how much the teacher `s support for the preparation of the university - based transition program is. The purpose of the study is to identify the preparation of university-based transition programs and correlations between the characteristics of teachers` support (education, self-determination, daily life, university, dream) for students with intellectual disabilities. In order to achieve the purpose of this study, we conducted a questionnaire survey on special teachers working in special schools in Daegu, Busan, Gyeongbuk, and Gyeongnam. The results of this study were as follows; First, in the degree of support for the preparation of the university-based transition program of students with intellectual disabilities, teachers are highly supportive of education support, self-determination support, daily life support, university and dream support. Second, the difference in the level of teacher support for the preparation of university-based transition programs for students with intellectual disabilities (establishment type, class type, qualification type), according to the types of establishment, the private education schools showed a high level of education, In the type of class in charge, teachers in postschool classes were highly supportive, In the qualification type, special vocational teachers showed the most support. Third, the correlations between the students` support areas for the preparation of university-based transition programs for the students with intellectual disabilities were found to have high correlations higher than usual.

전환교육, 지적장애학생, 고등교육, transition, students with intellectual disability, higher education

김재천 Kim Jae-cheon

DOI:10.19049/JSPED.2017.18.3.03 Vol.18(No.3) 55-84, 2017

The purpose of this study was to provide basic information for making system of content for safety education of students with intellectual disabilities from preschool to high school through analysing special education teachers` awareness level on safety education and comparing teachers` awareness on the seven standards of school safety education and contents of safety education curriculum. For the purpose of this study, the researcher investigated and analysed the awareness level of 68 special teachers from special school and 149 special teacher from special classes for students with intellectual disabilities. The results of this study are as follows. First, special education teachers` perceived awareness level on safety accident and safety education was above `high` and teachers awareness level was highest for teachers of high school and lowest for teachers of preschool. There were no significant difference in the perceived level of awareness among groups divided by teacher variables such as gender, the years of teaching, assigned institution, and the location of school. Second, special education teachers` perceived awareness level on the seven standards of school safety education was above `midium`. Teachers awareness level was highest for teachers who have been working more than 20 years and lowest for teachers less than 5 years career and was highest for teachers of high school and lowest for teachers of preschool. There were no significant difference in the perceived level of awareness among groups divided by teacher variables such as gender, assigned institution, and the location of school. Third, special education teachers` perceived awareness level on the content of safety education was above `high`. Male teachers` awareness level was higher than female teachers and was highest for teachers of middle school and lowest for teachers of preschool. There were no significant difference in the perceived level of awareness among groups divided by teacher variables such as assigned institution and the location of school. Fourth, special education teachers` perceived awareness level on the safety education curriculum was above `high`. Teachers awareness level was highest for teachers of elementary school and lowest for teachers of high school and was highest for teachers who working in metropolitan city and lowest for teachers who working in rural area. There were no significant difference in the perceived level of awareness among groups divided by teacher variables such as gender, the years of teaching, and assigned institution.

안전교육, 학교 안전교육 7대 표준안, 안전교육 교육과정 내용체계, Safety education, seven standards of school safety education, contents of safety education curriculum

김태숙 Kim Tae Sook , 김영익 Kim Yeong Ik , 권순우 Kwon Soon Woo

DOI:10.19049/JSPED.2017.18.3.04 Vol.18(No.3) 85-109, 2017

This study is a kind of experimental one for the purpose of finding how psychomotorik has an effect on the attitude of communication as well as stuttering type for stuttering children. The study is based on psychomotorik that has made up of total 38th time accomplished by 3rd time a week, within and past 40 minutes per time for 3 months targeted 3 stuttering children inclusive of 7-8 age and made a experimental design for fundamental line among subjects. The consequence of study on both stuttering type and communication through psychomotorik is as follows: On fundamental line there were both core activity (extension and hindrance) and secondary activity (avoidance and escape) but as intervention was made, all the 3 children exhibited more syllabic repetition than extension and hindrance and also avoidance and escape activity were decreased step by step. Frequence of core and secondary activity from 19th time in A child was decreased greatly, frequence of stuttering was decreased greatly from 19th time in B child and 12th time in C child. All the 3 children disclosed much lower frequency, core activity:22-26% and secondary activity:0-2% in the 23th-24th time of intervention. The core and secondary activity of stuttering were maintained around 24-34% in all the targeted 3 children for 3rd time for maintenance after intervention was concluded. In the study on the change of communication attitude, two of the pre-test showed `severe` and one of them showed `middle`. In the evaluation of communication attitude after the closing, 6-12 points were evaluated as `weak` and the problem of the problem was greatly reduced. This study has confirmed that psychomotorik has a meaningful effect on stuttering type as well as communication attitude for stuttering children. After now, based on this study, we are expected that studies which applies to psychomotorik will be made actively for stuttering children including not only 7-8 age group but also a variety of ages.

말더듬, 말더듬 형태, 의사소통 태도, 심리운동, stuttering, stuttering type, communication attitude, Psychomotorik

김진구 Kim Jin Gu , 강은영 Kang Eun Young

DOI:10.19049/JSPED.2017.18.3.05 Vol.18(No.3) 111-128, 2017

This study examined the differences of the relationship between aggression and perceived popularity on the inclusive class and the general class, thus drew the conclusion that the inclusive class can positively influence all, not only students with disabilities but also students without disabilities. A total of 3,034 students between 4th and 6th grade of elementary school in Seoul, Gyeonggi, and Sejong(116 traditional classes, 28 inclusive classes) participated in the study. A two-level multi analysis was used to analyze the aggression and perceived popularity collected by peer nomination. The results found that the perceived popularity of aggression increases as the grade increases in the traditional class, whereas the perceived popularity of aggression decreases in the inclusive class. Thus, the social context of the inclusive class shows more positive effects for preventing the aggression of the class to all students including students with disabilities. Based on the findings of the study, the necessity and significance of inclusion for all students were discussed.

통합교육, 통합학급, 또래관계, 공격성, 지각된 인기, 사회적 맥락, 사회적 지위, inclusion, inclusive class, peer relationship, perceived popularity, social context, social status

김화수 Kim Wha-soo , 김민정 Kim Min-jeong , 박정숙 Park Jung-sook

DOI:10.19049/JSPED.2017.18.3.06 Vol.18(No.3) 129-157, 2017

The purpose of this study was to identify the trends in reading intervention studies and to suggest directions for future intervention studies. This study analyzed the domestic literatures on the reading fluency and reading comprehension intervention studies for the students with learning disabilities. To do this, this study selected 75 studies from 2007 to 2016. The results were as follows. First, the number of subjects was usually 1 to 5, and there were many multiple baseline designs for male students of upper grade elementary school, and also there were many single group studies. Second, the intervention environments consisted of 11 to 20 sessions, each of which were 3 to 5 sessions per a week, 40 to 50 minutes per a session, mostly in after-school classrooms. And the measure of the intervention goals used evaluation score. In the qualitative analysis of interventions, most studies did not describe repeat measures, generalizations, intervention fidelity, and social validity. Third, there were many studies on reading comprehension strategy as independent variable and reading comprehension as dependent variable. Fourth, contents improvement strategy(using computer/multimedia), single cognitive strategy(reading) and multiple cognitive strategy(using two or more single strategies) were frequently used to improve reading fluency. This paper examined the discussion points of the results and suggested the direction for the future intervention studies.

학습장애, 읽기 학습장애, 읽기 유창성 중재, 읽기 이해 중재, Learning disability, reading learning disability, reading fluency intervention, reading comprehension intervention

이연우 Lee Youn-woo , 최지영 Choi Ji-young

DOI:10.19049/JSPED.2017.18.3.07 Vol.18(No.3) 159-178, 2017

The purpose of this study was to investigate the preschool teachers` perceptions about developmental characteristics and in-service program for at-risk young children from low Income families. For the purpose, the modified questionnaire was distributed to teachers working in day care centers or kindergarten located in Daejun, Daegu, and Busan cities. A total of 228 questionnaires were used for data analysis by dividing teachers with two groups according to their teaching experiences in at-risk young children. Results of this study are as follows. First, less than half of teachers(41.2%) responded that main characteristics of at-risk young children from low income families is related to show odd behavior, and social-emotional development was perceived as the developmental area to focus on. Second, most of teachers(98.7%) perceived on the necessity of the in-service program and responded on the need of communication training and adaptive behavior training for the main contents of the program. Third, group differences were found in the developmental area to focus and the developmental characteristics of at-risk young children from low income families. Based on the results, discussion and implication were suggested in terms of developing and implementing in-service program for at-risk young children from low income families.

저소득층, 장애위험 유아, 교사 인식, 교사교육 프로그램, at-risk young children, preschool teachers, teachers` perceptions, young children from low income families

김윤희 Kim Yun Hee , 방명애 Bang Myong Ye , 권보미 Kwon Bo Mi

DOI:10.19049/JSPED.2017.18.3.08 Vol.18(No.3) 179-196, 2017

The purpose of the study was to analyze the variables influencing communication- related quality of life of adolescents with hearing impairments. One-hundred fifty eight adolescents with hearing impairments selected from five special schools and eighteen special education classes responded to the questionnaire sent by mail. The data were analyzed by correlations and multiple regressions. The study results were as follows. First, school type, self-identity, and self-efficacy had impact on the communication-related quality of life of adolescents with hearing impairments. Second, the sub-scales of the self-identity scale influencing the communication-related quality of life of adolescents with hearing impairments were self-esteem and affinity. The sub-scale of the self-efficacy scale influencing the communication-related quality of life of adolescents with hearing impairments was preference of difficult tasks. Limitations of the study, suggestions for future studies, and implications for educational settings were discussed.

청각장애 중등학생, 의사소통 관련 삶의 질, 자아정체감, 자기효능감, adolescents with hearing impairments, communication-related quality of life, self-identity, self-efficacy

김채원 Kim Chae-won , 권요한 Kwon Yo-han

DOI:10.19049/JSPED.2017.18.3.09 Vol.18(No.3) 197-224, 2017

The purpose of the this study is to investigate the effect of creative problem solving program using a fairy tale on creative problem solving ability, vocabulary and story composition ability of children with simple language disabilities. According to the purpose of study, 12 children with simple language disabilities who live in P and K cities of Gyeongsangnam-do were selected as research subjects. And 6 children were assigned to the experimental group and control group respectively, a creative problem solving program using a fairy tale was applied. Results of creative problem solving program using fairy tales are as follows. First, I looked at the differences in the amount of change between the two groups for "the fluency, flexibility, originality of sub-areas of creativity"and "the quality of resolution, originality of sub-areas of problem solving ability", by dividing before and after mediation. As a result, there was a statistically significant difference between the two groups in all the sub-factors. Second, I looked at the amount of change between the two groups for the acceptance and expression ability of the vocabulary, by deviding before and after mediation. As a result, there was a statistically significant difference between the two groups in all the sub-factors : the acceptance and expression ability. Third, I looked at the amount of change between the two groups for the story structure and length of sub-areas of story composition ability, by deviding before and after mediation. As a result, there was a statistically significant difference between the two groups in all the sub-factors. Therefore, this study proved that the creative problem solving program using a fairy tale is effective to improve the creative problem solving ability, vocabulary and story composition ability of children with simple language disabilities. This is interpreted as a result of creatively expressing the process of children`s creative solving the problem situation in the fairy tale using various vocabulary according to story structure.

동화, 창의성, 창의적 문제해결력, 어휘력, 이야기 구성 능력, Story, Creative. Creative Problem-Solving, Vocabulary, Narrative Structuring Ability vocabulary

최은원 Choi Eun Won , 남경욱 Nam Kyoung Uck , 신현기 Shin Hyun Ki

DOI:10.19049/JSPED.2017.18.3.10 Vol.18(No.3) 225-252, 2017

The purpose of this study was to investigate special education teachers` practices and their perceptions on educational assessments for students in secondary special classes and to provide improvement considerations. In this research, 8 teachers in secondary special classes participated in the in-depth interview. The transcribed interview data were analyzed by constant comparative method. As a result, 3 themes and 11 sub-themes are derived. The findings of this study are as follows: First, teachers in secondary special classes have been conducting alternative assessments based on observation for data sources about student`s learning progress and providing feedbacks to their students. Second, teachers in secondary special classes utilized the results of assessments to plan and to modify their instructional methods and align each subject with integrated students` Individualized Education Program(IEP)s. Mostly, processes of academic assessments in secondary special classes focused on IEP. They collaborated with families and other colleagues in the form of supports for students to participate in school assessment programs and exchanging information about results of assessment and student`s performance in class. Third, educational assessment can be helpful to teacher in identifying student`s achievement and developing their individualized goal and objects. On the other hand, teachers in secondary special education classes have negative perception of educational assessment, because it depends on teacher`s belief and competence. And, they have difficulty in integrating student`s IEPs and collaboration with families and other colleagues. Fourth, it is necessary to improve educational assessment in secondary special classes, that a new understanding is necessary regarding perception of educational assessment of students. And it is essential to enhance teacher training programs and to develop collaborative system in educational assessment of students.

교사 인식, 중등특수학급, 발달장애 학생 교육평가, teachers` perception, secondary special education classes, assessment for students with developmental disability

박춘혜 Park Chun-hye , 이해균 Lee Hae-gyun

DOI:10.19049/JSPED.2017.18.3.11 Vol.18(No.3) 253-270, 2017

The purpose of this study is to provide the basic data of the safety training effectively by investigating real state of a school for the visually impaired students. To accomplish the purpose, 193 teachers in a school for the visual impairments were surveyed. The questionnaire with 12 questions were developed, and SPSS programs were utilized for this study. The results of this study were as follows: First, on the establishment of plans and execution of Orientation and Mobility(O&M) safety instruction, female teachers had higher awareness than male teachers and college graduated teachers had higher awareness than those with master degree and teachers without visual impairments had higher awareness than teachers with visual impairments. On the establishment of evacuation planning, college graduated teachers had higher awareness than those with master degree, and teachers without visual impairments had higher awareness than teachers with visual impairments. On preparation and execution of a safety check, teachers without visual impairments had higher awareness than teachers with visual impairments. Second, on preparation and utilization of safety educational materials, 1-4years experienced teachers had higher awareness than 5-14years experienced teachers and teachers without visual impairments had higher awareness than teachers with visual impairments. Third, on safety instruction for risk factors, college graduated teachers had higher awareness than those with master degree and teachers without visual impairments had higher awareness than teachers with visual impairments. On the spot guidance, college graduated teachers had higher awareness than those with master degree. The order of the difficulties in conducting safety education according to career that teachers had mentioned was as follows: lack of time or materials, lack of training for teachers without visual impairments and lack of time or materials, lack of expertise for teachers with visual impairments. Forth, for the main categories of the safety education, male teachers answered O&M safety and life safety in order of importance and female teachers answered disaster safety and living safety in order of importance.

시각장애, 안전교육, visual impairments, safety education

조현근 Jo Hyun-geun , 이병인 Lee Byoung-in

DOI:10.19049/JSPED.2017.18.3.12 Vol.18(No.3) 271-296, 2017

The purpose of this study was to explore implications for future research in inclusive education for young children with disabilities by analyzing Korean Special Education Peer-reviewed Journal Articles published between 2007 and 2016 . For this end, total 177 articles published in eighteen special education peer-reviewed journals from 2007 to 2016 in Korea were selected, and were also analyzed by analysis of frequency according to topics of research, subjects of research, and types of research. The results were as followed. First, researches that show practical inclusive phenomena in early childhood inclusive education settings should be conducted by using various research methods. Second, researches related to the effectiveness of teaching strategies and intervention that can be applied in daily life in early childhood inclusive settings should be conducted consistently. Third, for the effectiveness of inclusive education, `practical` researches should be more conducted by integrating curriculum for young children with disabilities and their peers, showing close cooperation between special education teachers and regular education teachers, and also conducting researches to improve perception on `disability`. Fourth, survey researches related to situation and needs on physical environment in early childhood inclusive education should be also conducted. Finally, researches dealing with parents and families of young children as subjects should be conducted consistently. These results in this study will be effectively used and utilized to help understand the current research trends and future directions in inclusive education for young children with disabilities.

유아, 통합교육, 연구 동향, early childhood, inclusive education, research trend

한현민 Han Hyun-min

DOI:10.19049/JSPED.2017.18.3.13 Vol.18(No.3) 297-339, 2017

The purposes of the present study is to determine the original meaning of JANGAE (meaning disorder, impairment, disability, handicap, and etc. in Korean) and to investigate the origin of that word. In the study, related literatures were reviewed critically. The sources of JANJIL, PHEJIL, and DOKJIL used in pre-modern times in Korea and their meaning is reconsidered, respectively. In the legal documents (including laws and regulations) of modern times (referring to the colonial times by imperialised Japanese and U.S. Arm-governed times), the terms of BULGU, PHEJIL, JANGAE, and JANGHYE were found and their origin and courses of changes were examined. Also, the definitions of the terms used in classifications of World Health Organization (WHO), that is disorder, impairment, disability, handicap, and the others, were examined and compared to those of academic literatures written in english. In addition, the social being and living statues of the peoples with disabilities in pre-modern times were compared to those of modern and recent times. The conclusions is two-fold: First, the term JANGAE (including JANGHYE) is the result of introduction of western (including Japanes) cultures to Korea. Second, as the results of the new term, the being and living statues of the peoples with disabilities were changed (i.e. separated from society and institutionalized). The study suggest that the alternatives of present terms should be presented and examined and that the extensive researches on the social inclusion of peoples with disabilities are required. The further studies of the present studies is in need, too.

잔질(殘疾), 폐질(廢疾), 독질(篤疾/毒疾), 장애(障?/障碍), 장해(障害), 손상(損傷), 불능(不能), 무능(無能), 불리(不利), BULGU(불구 不具), disability, disorder, DOKJIL, handicap, impairment, inability, International Classification of Functioning (ICF), International Classification of Impairment, Disab