명소연 Myeong So-yeon , 한경근 Han Kyoung-gun , 장철승 Jang Chul-seung

DOI:10.19049/JSPED.2018.19.2.01 Vol.19(No.2) 1-24, 2018

The purpose of this study is to analyze the content of each Korean municipality's ordinance on lifelong education for disabled persons through the analysis of it and to propose directions for establishing lifelong education promotion system for the disabled based on the analysis. To this end, 12 local governments' lifelong education ordinances were selected for the analysis and the contents of those ordinances were analyzed according to the essential elements of the promotion system. The result shows that the structure of the lifelong education promotion system of each municipality is as follows: Above all, the heads of local governments are in charge of promoting the lifelong education program for the disabled. And specifically in Gyeonggi-do and Gwangju metropolitan city, councils such as 'Lifelong Education Support Committee for Disabled Persons' are formed as consultation, coordination, and advisory bodies for planning and decision-making for overall lifelong education. And, in 11 cities, provinces and municipalities which have enacted such ordinances, lifelong education facilities such as lifelong education centers and learning centers for the disabled are installed. Lastly in Sacheon City and Gunsan City, decision-making mechanisms such as the 'Steering Committee' are established as consultation, coordination, and advisory bodies for dealing with the issues related to the operation of lifelong education facilities for persons with disabilities. Based on these results, the directions of lifelong education for the disabled were discussed. First, the roles of general administration and educational administration should be mutually strengthened. Second, the composition of the city / provincial education council should be structured so as to ensure the representativeness and professionalism of the main players of lifelong education for the disabled in the community. Third, the regulations on the functions, organization and staffing of the facilities for lifelong education for the disabled should be specified. Fourth, it is necessary to establish related councils for the smooth operation of lifelong education facilities for the disabled. Fifth, the budget and support for lifelong education for the disabled should be specified.

장애인 평생교육, 지방자치단체, 평생교육추진체제, 평생교육지원체제, lifelong education for people with disabilities, local government, regulation, lifelong education advancement system, lifelong education support system

김영익 Kim Yeung-ik , 권순우 Kwon Soon-woo

DOI:10.19049/JSPED.2018.19.2.02 Vol.19(No.2) 25-48, 2018

The purpose of this study is to investigate the effects of the comprehension of idiomatic instruction through the composition of illustrations on the Ability to understand idiom and self - efficacy of the hearing impaired students. Three students with middle and high school hearing impairment were assessed by using a multiple-baseline design between 3 and 6 times a week for a total of 38 sessions. Self - efficacy was verified by pre - and post - design. The results of the study are as follows. First, the understanding of idioms through the composition of illustrations improved the Ability to understand idiom of the hearing impaired students. Especially, we could confirm the effect of improved Ability to understand idiom in all 3 target students in the maintenance stage after having stopped after intervention. Second, the effect of instruction on self-efficacy of the instruction on the understanding of idiomatic instruction through the composition of the figure was 5 points. In the preliminary test, the average scale of 23 items showed low self-efficacy in all students, We could confirm the effect of positive change of self-efficacy improved from all. Therefore, considering the results of this study, it can be concluded that the understanding of the idiomatic language through the composition of the illustrations is effective for the hearing impaired students' ability to understand the idiomatic language and self-efficacy.

삽화, 관용어, 청각장애, 자기효능감, illustration, idiom, hearing impairment, self-efficacy

길한아 Kil Han-ah , 손승현 Son Seung-hyun

DOI:10.19049/JSPED.2018.19.2.03 Vol.19(No.2) 49-74, 2018

The Purpose of this study was to investigate the effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with autism spectrum disorder. In this study, three autism spectrum disorder students who have difficulties in reading comprehension compared to word recognition and writing skills were participated. To improve their reading comprehension and writing skills, Mind-Map strategy was taught using visually supported task organizer. A multiple probe baseline design across participants was used to assess intervention effects. The results of this study are summarized as follows: First, The Response to Questions of three autism spectrum disorder students was improved through the Mind-Map strategy instruction using reading material from story and maintained after withdrawal of intervention. Second, Length of Compositions by three autism spectrum disorder students were improved through the Mind-Map strategy instruction using reading material from story and maintained after withdrawal of intervention. This result implies that autism spectrum disorder students can learn reading and writing strategy and manage their performance independently. Moreover, this study proves that the Mind-Map strategy is useful for students with autism spectrum disorder as well as other students with learning disabilities or mental retardation.

마인드맵, 읽기·쓰기 교수, 청소년 자폐 학생, 질문에 대한 반응, 작문의 길이, Autism Spectrum Disorder, Mind-Map strategy, Reading and Writing strategy, Response to Questions, Composition

정은 Cheong Eun

DOI:10.19049/JSPED.2018.19.2.04 Vol.19(No.2) 75-97, 2018

This study sought to explore the direction of (integrated) education by examining the value of nonviolent symbiosis education from the perspective of evolutionary psychology. Accordingly, this study discussed the significance of integrated education first, discussing the concept that all education is integrated. In this sense, we examined the value and sustainability of integrated education in terms of evolutionary psychology. As a result of the study, the history of humankind is not a continuation of infinite competition among individuals; but rather a history of symbiosis of various individuals. In short, the conditions were found to be symbiotic. It also showed that only nonviolent symbiosis education can ensure real development and sustainability. This study emphasized the value of the extension of the social mind, and the social recovery of suffering by a new understanding of altruism, especially in the evolutionary psychological perspective. Consequently, (integrated) education can lead to nonviolent symbiosis education, by making creative educational routines based on daily production rather than consumption. For this purpose, the study proposed the practice of “diversity of daily life”.

진화심리학, 비폭력 공생 교육, 이타심, 고통의 사회성 회복, 일상의 다양성, evolutionary psychology, nonviolent symbiosis education, altruism, social recovery of suffering, diversity of daily life

조창빈 Cho Chang-been , 정해동 Jeong Hae-dong , 김두영 Kim Doo-young

DOI:10.19049/JSPED.2018.19.2.05 Vol.19(No.2) 99-122, 2018

This study aimed to suggest some basic data for the disabled adult’s life-long education-relevant policies in future by recognizing the disabled adult’s participation state in the life-long education, and what they demand in relation to the operation of life-long education programs for them to participate in future. For this purpose, this study analyzed the survey which 630 disabled adults living in Gyeonggi-province and having the participation experience in a life-long education program replied. The main results of analysis were as follows. First, as the results from investigating the respondents’participation in a life-long education after dividing their participation experiences into 6 types among the disabled adults’ participation state, it was appeared that the answer having participated in a lecture in a certain place was the highest as 73.2%. Next, at being asked what kind of institute they were participated, it was appeared that the highest answer was a rehabilitation center for the disabled as 45.9%, and to the question of participation purpose, the highest answer was the happiness (25.1%). Last, it was the identified that the program area which the respondents participated the most frequently was the culture-art education (1.61). Second, as the results from investigating the respondents’s participation intention among the demands in operating the disabled adult’s life-long education program, the answer that they would want to participate was highest as 87.6%. Next, at being asked what kind of institute that they would hope to participate in, the answer of rehabilitation center for the disabled was the highest (34.3%) and followed a general life-long education institute (16.4%), and concerning what kind of program area that they would want to participate in, the respondents answered the leisure sports(3.95point) area the most frequently. Last, as to the demands for boosting a life-long education program, the most respondents answered the expansion of budget for the disabled adult’s life-long education (4.48 point). Based on the above analysis results, this study discussed ways to develop and boost the disabled adult’s life-long education.

성인 장애인, 장애인 평생교육, 요구 분석, The Disabled Adult, The Disabled Lifelong Education, Demands Analysis

고서연 Ko Seo-yeon , 백영선 Paek Young-sun , 길한아 Kil Hanah , 김미령 Jin Meiling , Sakura Yusuke , 손승현 Son Seung-hyun

DOI:10.19049/JSPED.2018.19.2.06 Vol.19(No.2) 123-148, 2018

The purpose of this study was to assess the impact of writing interventions on "students with difficulty in writing" defining students with mild intellectual disabilities, learning disabilities, and low achievement. A meta-analysis was conducted by collecting single-subject research about writing intervention for those students. In addition, through the meta-ANOVA, the control variables were divided into the subject-related variables(type, gender, grade, IQ) and the intervention -related variables(type, session, time, and writing target area). A total of 34 articles were analyzed from 2001 to 2017, and a total of 159 effect sizes(Tau-U) were derived. As a result of the meta-analysis, the effectiveness of the writing intervention studies were proved, and the moderating effect was shown in the intervention session and intervention time. Finally, the limitations and implications of this study were discussed.

경도지적장애, 학습장애, 학습부진, 쓰기중재, 메타분석, students with mild intellectual disabilities, learning disabilities, low achievers, writing intervention, meta-analysis

이학준 Lee Hak-jun , 김남진 Kim Nam-jin , 우정한 Woo Jeong-han

DOI:10.19049/JSPED.2018.19.2.07 Vol.19(No.2) 149-161, 2018

The purpose of this study is to investigate trends and direction of UDL research in integrated physical education. For this purpose, we conducted researches on the field of UDL and domestic studies (5). As a result, There are about 5 studies on Universal Design for Learning in integrated physical education. All of these studies are specific to the use of Universal Design for Learning in integrated physical education. Two domestic dissertations and three research papers were published. The master thesis was a study on the attitudes of non-disabled students to students with disabilities in integrated physical education class and the study of sports education model that reflects Universal Design for Learning in integrated physical education class. It should be expanded to reflect the Universal Design for Learning and to help students become integrated physical education classes. The expansion plan calls for institutional reform necessary for the utilization of Universal Design for Learning on the social dimension. At an Individual dimension, they should have the teaching ability and will to act on the Universal Design for Learning by physical education teachers.

보편적 학습설계, UDL, 통합체육, 동향, 방향, Trend, direction, Inclusion education, physical education

우정한 Woo Jeong-han , 김남진 Kim Nam-jin , 김용욱 Kim Yong-wook , 김인서 Kim In-seo

DOI:10.19049/JSPED.2018.19.2.08 Vol.19(No.2) 163-186, 2018

At present, the number of students with learning disabilities in Korea is continuously decreasing. The most problematic aspect of this tendency is that it is not diagnosed as a learning disorder even though it has serious difficulties in learning the subject including reading. This means that they are not provided with educational services tailored to the characteristics and needs of students. One of the reasons for avoiding or refusing diagnosis or discrimination of learning and reading disorders is stigmatization effect due to naming. In this study, it was suggested that the problem of "reading disorder", which includes the classification and diagnosis of "disability" as an approach to solving the problem that does not receive suitable educational services while having difficulties in learning, And the proposal of "difficulties to read" as an alternative term focusing on the provision of educational services. For this purpose, the social and educational implications related to the use of the terms were examined, and then the concept and possibility of the term "difficulty in reading" was considered as a research problem. In addition to deriving the results of the research problems through consideration of previous research, this study also discussed considerations such as social consensus and the establishment of diagnostic criteria when using "reading difficulties" terms. Finally, this study suggested that the discussion about the use of terminology in the field of learning disabilities and special education should be activated.

읽기곤란, 읽기장애, 학습장애, Reading Difficulties, Reading Disabilities, Learning Disabilities

신창숙 Shin Chang-suk , 안성우 Ahn Seoung-woo

DOI:10.19049/JSPED.2018.19.2.09 Vol.19(No.2) 187-208, 2018

The purpose of this study is to examine the perceptions of parents, teachers, and language rehabilitation practitioners about the present level and expectation level of language ability of children with disabilities. For this purpose, the evaluation of the parents, teachers, and language rehabilitation of 86 children with disabilities who are in financial support to early childhood educational institutions in Busan, Changwon, Yangsan, and Daegu, Respectively. First, expectation level of children with disabilities recognized by parents, teachers, and language rehabilitators was higher than current level. Second, there was no difference between parents, teachers, and language rehabilitation practitioners about the acceptance language ability of children with disabilities at present level. Third, according to the type of disability, there was a significant difference between the groups in terms of the current level of the language ability of children with disabilities. Based on the results of these researches, understanding the development of language ability of children with disabilities and suggesting ways for the three groups to link them.

장애유아, 언어능력, 부모, 교사, 언어재활사, Language Ability, Disabled Children, Parents, Teachers, Speech-Language Pathologists

박남수 Park Nam-su

DOI:10.19049/JSPED.2018.19.2.10 Vol.19(No.2) 209-233, 2018

The purpose of this study is to clarify the characteristics of citizenship education in the social studies of the special education basic curriculum for the students with disabilities and to suggests challenges for improving the curriculum. For this purpose, I reviewed critically about the identity, goals, and contents of the social studies of the 2015 Revised Special Education Basic Curriculum. In the social studies of the basic curriculum, the identity of the social studies is defined as a subject that cultivates citizenship, and aims to raise citizens who have basic personality and skills necessary for life as a citizen rather than knowledge. In order to nurture these citizens, the contents of the social studies organized centered on learners' lives including not only related to social cognition but also contents related to the elements of independent living and moral education. The significance of this citizenship education is to place the identity of social education in citizen education and to pursue the curriculum centered on learners by fusing the contents of social science centered on the life of learners. However, it has the task of clarifying the identity as a social awareness subject, complementing the subject capacity considering various civic competencies to be raised in social studies, and organizing contents reflecting social and cultural experience suited to the age of life. Therefore, in the future development of social studies curriculum, more in-depth and sufficient discussion about these problems is needed.

특수교육, 기본교육과정 사회과, 시민성 교육, special education basic curriculum, social studies curriculum, citizenship education

홍재영 Hong Jae-young

DOI:10.19049/JSPED.2018.19.2.11 Vol.19(No.2) 235-262, 2018

This study aimed to examine the experiences of newly appointed teachers with visual impairments working at a school for students with intellectual disabilities. It also intended to discover the conflicts they went through in the adaptation process of their teaching profession. To achieve these purposes, this study utilized a qualitative case study methodology based on the theoretical perspective of symbolic interactionism under the constructionist epistemology. The study participants were four newly appointed teachers with visual impairment working at a school for students with intellectual disabilities; they were selected using snowball sampling. To investigate the participants' experiences, they were interviewed and relevant data were collected. Inductive analysis on the collected data was made with the NVivo 11 program. According to the analysis results, newly appointed teachers with visual impairment who worked at a school for students with intellectual disabilities experienced conflicts with other members and their surroundings, consideration and exclusion, conflicts during their classes, hopelessness, and internal conflict, such as identity confusion. The results of this study will provide basic data on policy measures that could improve expertise of newly appointed teachers with visual improvement working at a school for students with intellectual disabilities, supporting their adaptation to the teaching profession.

전맹교사, 지적장애학교, 초임교사, 교직 적응, 질적 사례연구, teachers with blind, school for students with intellectual disabilities, newly appointed teacher, adaptation to teaching profession, qualitative case study

김동일 Kim Dong-il , 황지영 Hwang Ji-yung

DOI:10.19049/JSPED.2018.19.2.12 Vol.19(No.2) 263-282, 2018

This study aimed to analyze factor structure of adaptive behavior based on Community Integration Skills Assessment-2 Observer Rating Scale (CISA2-O). Researchers reconstructed items of Observer Rating Scale based on conceptual adaptive behavior, social adaptive behavior, practical adaptive behavior and examine the validity of 3 factor model by conducting confirmatory factor analysis. Also, Independent sample t-test between the general group and the developmental delay group was conducted to verify the criterion-related validity. As a result, our findings demonstrated that 3 factor model of Observer Rating Scale confirmed high constructive validity with the adequate model fit (CFI = .975, TLI = .961). Second, the result of independent sample t-test shows significant difference between the general group and the developmental delay group in all sub areas and factors of Community Integration Skills Assessment Observer Rating Scale (CISA2-O). As a result, Researchers suggested the validity and stability of Community Integration Skills Assessment Observer Rating Scale (CISA2-O). Conclusively, Researchers implicated adaptive behavior measured by different sub-scales of adaptive behavior can be evaluated as domain such as conceptual, social and practical adaptive behavior suggested by AAMR(2002, present AAIDD).

지역사회적응검사 관찰자 평정척도(CISA2-O), 적응행동, 요인분석, Community Integration Skills Assessment-2 Observer Rating Scale (CISA2-O), Adaptive behavior, Factor Analysis

강미라 Kang Mi-ra , 서현아 Seo Hyun-a

DOI:10.19049/JSPED.2018.19.2.13 Vol.19(No.2) 283-309, 2018

The study was to investigate the perception of teachers and parents in order to transition to kindergarten of culturally diverse children with special needs. 11 mothers were requested their experiences about transition to kindergarten for child in the pilot study. In current study, 33 statements extracted from that recording were sorted by teachers and rated by themselves. 3 thematic cluster-map was named, 'find good kindergarten for child', 'adapt to life in a new kindergarten', and 'prepare the transition to kindergarten'. Data collected using concept mapping methodology were analyzed in three steps. These steps included creating a similarity matrix from the sort data, conducting multidimensional scaling of the similarity matrix to locate each statement on a two-dimensional map, and conducting a hierarchical cluster analysis of the two-dimensional coordinates to create clusters or groups of similarly-sorted statements. A dendrogram was produced to determine the number of suitable clusters. Finally, recommendations for further study were suggested.

다문화 특수아동, 유치원 전환, 부모와 교사의 인식, 개념도 연구법, Culturally Diverse Children with Special Needs, the Transition to Kindergarten, Parents and Teachers' Perception, Concept Mapping

김경화 Kim Kyeong-hwa , 권현수 Kwon Hyun-soo , 오영석 Oh Young-seok

DOI:10.19049/JSPED.2018.19.2.14 Vol.19(No.2) 311-331, 2018

This study intended to investigate how in school activities and out of school activities have changed as school years of special education students get higher through the comparison of 2014 and 2017 Special Education Longitudinal Survey. According to the findings obtained from the comparisons, for the in school activities, there were no statistical differences in the areas of related services and achievement evaluation methods, while there were statistical differences in the areas of community based activities, after school programs, homework, and commute to school. The hours spent from the out of school activities in 2017 statistically decreased the ones in 2014. These findings will be used as an important resource to explain how the content and the quality of what students go through the in school and out of school activities will influence special education outcomes.

특수교육대상학생, 특수교육 종단조사, 학교활동, 학교밖 학습활동, special education students, special education longitudinal study, in school activities, out of school activities

팽재숙 Paeng Jae-sook , 남윤석 Nam Yun-sug

DOI:10.19049/JSPED.2018.19.2.15 Vol.19(No.2) 333-358, 2018

The purpose of this study is to figure out the perception on the strengths of teachers and utilization status of teachers' strengths from the child care center teachers for children with disabilities. For this study, individual interview was conducted to 20 teachers with the semi-structured questionnaires. The subject of inquires were composed two questions: What are the strengths of the child care center teachers for children with disabilities that teachers recognize, how do they put these strengths to educational use. The results from the qualitative data are as follows. Firstly, the child care center teachers recognized their strengths and fellow teachers' strengths as teachers in capable of interaction, teachers with the professional teaching ability, teachers with the desirable personality, and teachers with the positive nature. Secondly, in the aspect of utilizing these strengths, the child care center teachers used from various methods of learning guidance, daily-life guidance, interacting with children.

장애아 전문 어린이집, 교사 장점, 질적 연구, The child care center teachers for children with disabilities, Teachers’ strength, Qualitative research

서창원 Seo Chang-won

DOI:10.19049/JSPED.2018.19.2.16 Vol.19(No.2) 359-379, 2018

Purposes: This research compare the contributions of phonological awareness and rapid automatized reading to reading fluency between 2nd grade reading level hearing impaired(N=50) and reading age control group(N=60). Method: To compare the similarity and difference between two groups, researchers tested reading comprehension, maze reading fluency and 4 level of phonological awareness tests, 4 level of reading automatized naming, and analyzed by PLS regression and t tests. Results: 1) Hearing impaired group had significant difference between hearing reading age control group in onset rime syllable level phonological awareness and onset level Phoneme awareness. 2) Hearing impaired group had contribution to reading comprehension in order of Vocaburary, Phonological awareness, Working memory, compare Vocaburary, Working memory, Rapid Automatized Naming. 3) In the 2nd grade reading level of hearing impaired students phonological awareness factor contribute to the reading fluency. Conclusion: Hearing impaired’s phonological awareness factors of 2nd grade reading level is still important factors to reading fluency and needs to develop compare to same reading level. Implications: Hearing impaired students needs overcome phonological awareness problem, and cued speech and visual phonics can be helpful for the automatized reading level.

읽기 유창성, 메이즈 검사, 비쥬얼 파닉스, 큐드 스피치, 음운인식, 청각장애, reading fluency, maze test, visual phonics, cued speech, phonological awareness, hearing impaired