박경란 Park Kyung-ran , 박미정 Park Mee-jung

DOI:10.19049/JSPED.2018.19.3.01 Vol.19(No.3) 1-22, 2018

This study analyzed the 77 survey results of the teachers from Special Education Support Centers, in order to investigate the actual condition of the educational support the hearing-impaired students integrated in regular classrooms receive from the Special Education Support Centers and to understand the demand for support in terms of efficient management. The findings are the following. First, as a result of examining the actual state of educational support for the hearing-impaired students at the Special Education Support Centers, high frequency of implementation in detailed support areas of the 'Diagnosis and Evaluation' section was observed. Second, as a result of examining the demand for educational support for the hearing-impaired students at the Special Education Support Centers, high demand for support in the detailed support areas of the ‘Diagnosis and Evaluation’ section was observed. Lastly, as a result of analyzing the difference between the actual support and the demand for support from hearing-impaired students at the Special Education Support Centers, the demand for support was higher than the actual support in the areas ‘Language Therapy’, ‘Audiometry test’, ‘Auditory Training’, ‘Career Education and Support’, and ‘Educational Program for General Students for Understanding Hearing Impairment’.

특수교육지원센터, 청각장애학생, 교육지원, 통합교육, Special education support center, Students with hearing impairment, Educational support, Inclusive education

홍정숙 Hong Jeong-suk

DOI:10.19049/JSPED.2018.19.3.02 Vol.19(No.3) 23-44, 2018

The purpose of this study is to provide basic data to gain an understanding of the current state of the training system for secondary special education teachers. The study discusses how to improve the system by examining the experiences of the teachers’regarding their pre-service training as well as their perceptions about the training system. The teachers’responses to interview questions were analyzed according to the constant comparison method, and their perceptions regarding the training system were divided into 19 sub-themes, nine themes and four categories. The results of the analysis are as follows. First, secondary special education teachers are require high levels of subject expertise, but the expertise they acquire in this area is not adequate and needs to be increased. Second, most of the classes for special education major and subject majors consist of theory-oriented courses and have limitations in terms of understanding the basic curriculum and acquiring specializations related to education for students with developmental disabilities. Third, the problem with the training system for secondary special education teachers is that there is little relationship between the system of education and both the practice that take place in the field of special education and the employment system for the teachers. Finally, method for improving the training system include strengthening the capacity for subject expertise, reducing the number of courses on disabilities in the basic completion subject, and organizing and offering courses related to subjects that are part of the basic curriculum for special education major. Based on these results, the study explores the implications for the secondary special education teacher system and ways in which it could be improved.

중등특수교사, 교원양성제도, 표시과목, Secondary special education teachers, training system for special education teachers, subject majors

김남진 Kim Nam-jin , 김용욱 Kim Yong-wook

DOI:10.19049/JSPED.2018.19.3.03 Vol.19(No.3) 45-86, 2018

Despite UDL's philosophical background and its justification, the spread and execution of the system is not sufficient. Regarding this reason, there is a claim that UDL is a limited concept for special education, and UDL is an abstract principle. Many of the misperceptions associated with the concept have been eliminated by the effectiveness study, but the problem of lack of detail still remains. Therefore, this research is designed to guide and support the process from the design to application of UDL based classes with the characteristics of Korean education sites in mind. The final model was developed through the process of primary model, expert review, and usability assessment, and the model was validated by experts. The K-PAL model, which was finally developed as a result of the research, consists of six stages : goal identification, analysis (student analysis, situation analysis), goal setting, UDL application, UDL lessons, and reflection thinking. Activities carried out at each stage were considered and the basis for the activities was given. The K-PAL model, which was developed at the end, is designed to facilitate teachers with UDL based instructions, and is characterized as a model reflecting the concept of optical design. And there are differentiated parts, such as identifying goals, setting goals, analyzing situations and reflecting on the process of thinking, compared to PAL. Finally, several suggestions were made for the spread of UDL-based instructions applied with K-PAL models at the education site.

보편적 학습설계(UDL), 한국형 UDL 기반 수업설계 모형(K-PAL), PAL, Universal Design for Learning(UDL), Korean UDL based instructional design model(K-PAL)

김수현 Kim Su-hyun , 이숙향 Lee Suk-hyang

DOI:10.19049/JSPED.2018.19.3.04 Vol.19(No.3) 87-114, 2018

The purpose of this study was to examine the effects of the self-advocacy program focusing on disability awareness on disability identity and disability-disclosure skills of young adults with disabilities. The participants were 24 young adults with disabilities who are in their 20s and attending a college. The self-advocacy program focusing on disability awareness consisted of 11 sessions and each session was conducted over three class periods. The first class of each session was on sharing the participants’ knowledge of their own disabilities, information on services, and rights related to their disabilities. The second class allowed the participants to practice skills for explaining their disabilities and advocating their rights in different social settings. In the third class, group activities were provided to help the participants maintain support groups and increase their leadership skills. To investigate the effects of the self-advocacy program on disability identity and disability-disclosure skills of the participants, two independent t-test was used. The results showed that there were statistical differences in disability identity and disability-disclosure skills between experimental and control groups. This study is meaningful in that it has verified the possibility and effect of developing programs based on disability-related knowledge for improving disability identity and disability-disclosure skills.

장애개방, 장애정체성, 자기옹호, 지적장애 성인, disability-disclosure, disability identity, self-advocacy, young adults with intellectual disabilities

박윤정 Park Youn-jung , 서효정 Seo Hyo-jeong

DOI:10.19049/JSPED.2018.19.3.05 Vol.19(No.3) 115-140, 2018

The purpose of this study was to explore special education teachers' experiences regarding IEP practices and their support needs, focusing special educators as the main subjects in developing and implementing IEPs. A total of 8 special education teachers from Seoul and Gyunggi province areas participated in elementary and secondary school levels of focus group interviews (FGIs). After confirming the reliability of interview transcripts, researchers conducted content analyses using the constant comparative method. As a result for the qualitative analyses, the following five themes emerged: (a) the minimum compliance with legal proceedings on IEP practices, (b) lack of professional expertise in IEP practices, (c) support needs on improving school structures and educational system, (d) support needs on strengthening pre-service and in-service teacher preparation programs, and (e) support needs on establishing systems and manuals. Based on these findings, practical implications and suggestions for future studies were discussed in terms of improving the systematic support system and accountability of teacher education institutions for pre- and in-service teachers.

개별화교육계획, 교사교육, 질적연구, 포커스그룹인터뷰, Individualized Education Plan, Teacher Education, Qualitative Study, Focus Group Interview

옥정달 Ok Jung-dal

DOI:10.19049/JSPED.2018.19.3.06 Vol.19(No.3) 141-166, 2018

The purpose of this study was to investigate the current participation in leisure activities and the preference of college students diagnosed with hearing disabilities(HD) and to provide basic information that needs to develop leisure programs appropriate for them. For this study, 52 college students with HD participated. The survey questionnaires consist of 26 items including 5 items on general information, 20 items on leisure activities and 7 items on leisure attitudes. The major findings of this study were as follows. First, the participation of college students with HD in leisure activities was considerably limited. For example, they spend time alone at home or in the dorm usually watching TV. Second, there were no significant differences in leisure attitudes making a comparison with sex, grade and the kind of hearing assisting devices. The results of this study indicated the direct need for the development of various leisure activities for college students with HD and suggested future directions based on the research findings.

청각장애, 청각장애대학생, 여가활동, 여가활동태도, hearing disorders, leisure, leisure activities, college student

박정민 Park Jung-min , 김재현 Kim Jae-hyun , 홍서린 Hong Seo-lin , 신예이 Sin Ye-i , 이하영 Lee Ha-yeong , 박경옥 Park Kyoung-ock

DOI:10.19049/JSPED.2018.19.3.07 Vol.19(No.3) 167-188, 2018

The study focused on the cultural and artistic domain of the lifelong education programs of the people with developmental disabilities and sought to find out about their participation and support needs. It interviewed 15 people who were handicapped by development of two organizations on the status of participation in cultural arts and support during the lifetime of education. All interviews were transferred and analyzed through continuous comparison. According to the survey, all students participated in the lifelong education program. As for the program type, there were many cultural and artistic programs. The program participation period was one to two hours per week, or three times a week, and the motivation for program participation was through the recommendation of most parents. According to a survey of the demands of people with developmental disabilities who are currently in higher education institutions to participate in lifelong education programs, they preferred cultural and artistic proficiency programs the most, wanted to join the public, wanted to learn from experts in different fields, preferred a place near his residential environment, wanted to learn 3 hours or more three times a week, was hoped to participate in the program because of information provided by teachers or parents. Based on the results of the study, we discussed ways to identify and activate the life education programs of the disabled.

발달장애인, 평생교육, 문화예술프로그램, A disabled person, Lifelong education, A cultural and artistic program

신서영 Shin Seo-young , 박창언 Park Chang-un , 이해란 Lee Hae-ran

DOI:10.19049/JSPED.2018.19.3.08 Vol.19(No.3) 189-209, 2018

This study was conducted to investigate the interest of special education teachers in the basic education curriculum of 2015. For this purpose, 152 questionnaires provided by the CBAM model were distributed to 152 special school teachers of special schools applying the basic curriculum of Busan Metropolitan City. In order to investigate the characteristics of the special teacher as a whole, total average analysis, the analysis of the first and second highest peaks were conducted, and to know the characteristics of the career - sex group in the same school level, the average profile of each group was analyzed. The results showed that the average interest level of special education teachers in the basic curriculum of 2015 was the informative interest stage and the apathy stage was the highest point analysis. In addition, each career - gender group in the same school level showed different profiles, and each group had different average characteristics. In order to increase the level of interest in these research results, we propose the measures for securing the representativeness of teachers participating in the curriculum, reviewing and redefining the feedback system that can reflect the needs of the field, and strengthening the decision. In order to support each group, it proposes effective training type, cultivating professional support team for curriculum consulting, and supervising peers.

2015 기본교육과정, 교육과정 관심도, 교육과정 실행 지원, 특수교사, 특수교육, 2015 basic curriculum, curriculum interest, supporting curriculum implementation, special teacher, special education

장재진 Jang Jae Jin , 장선아 Chang Son A

DOI:10.19049/JSPED.2018.19.3.09 Vol.19(No.3) 211-233, 2018

Purpose: This study investigated the differences in working memory performance according to the presence of hearing loss(HL) and the types of hearing prostheses. The correlations among the variables in the subject groups were also examined. Methods: A total of 45 children participated in this study with 15 children in each group; those fitted with cochlear implants(CI), those wearing hearing aids(HA), and those with typical hearing(TH). The language-age for all children was 9 years and their chronological ages ranged between 8 to 10 years. We compared working memory ability through completion of four different tasks; (1a) forward digit span, and (1b) nonsense sentence repetition task related to phonological functions; (2a) backward digit span, and (2b) reading span related to central executive function. Results: All the children with HL showed significantly lower performance in working memory tasks than the children with TH. The children with HL showed comparable language abilities which may mask the deficits in their working memory skills. The children fitted with CI achieved significantly better results in nonsense sentence repetition task than those wearing HA. There was no significant difference between the two groups when completing the other three tasks. There were relatively small numbers of significant correlations among the variables in all three groups. Despite of comparable intelligence, speech perception and language abilities, children with HL showed significantly lower working memory performance than children with TH. Children with CI scored better in all the 4 working memory tasks than children with HA with significant difference in the nonsense sentence task. There should be the various discussion about working memory and the measurement of it.

청각장애, 작업 기억, 인공와우, 보청기, hearing impairment, working memory, cochlear implants, hearing aids