오수경 Oh Soo-kyung , 송미연 Song Mi-yeon

DOI:10.19049/JSPED.2018.19.4.01 Vol.19(No.4) 1-31, 2018

The purpose of this study is to identify the difference in subjective perception of Korean sign language interpretation between Deaf people and sign language interpreters and to provide basic data for effective Korean sign language interpretation service and system management using Q-classification and interview analysis for 20 Deaf people and 9 interpreters. The study found four perception types: 'support for face-to-face interpreter service', 'distrust of interpretation service', 'satisfaction with interpretation service' and ‘pursuit of improvement in interpretation service.’ The study also found a significant difference in perception between Deaf people and sign language interpreters. Based on the results of the analysis, the study suggests that independent and accessible sign language interpreter centers are operated, the curriculum and the certificate system for sign language interpreters are improved, an ethics code for sign language interpreters is provided, interpretation services are expanded in lifelong education, personalized and pre-agreed interpretation services are provided, and finally the human rights of sign language interpreters are protected.

농인, 수어통역사, 수화언어, 수어통역, Q방법론, Deaf people, Korean sign language, sign language interpreter, subjective perception, Q-methodology

박찬웅 Park Chan-ung

DOI:10.19049/JSPED.2018.19.4.02 Vol.19(No.4) 33-46, 2018

The purpose of this study is to examine the characteristics of the comprehension of language and perception reasoning in information processing of students with disabilities and general students in inclusive education settings, and to investigate the gap between the comprehension of language and perception reasoning of those students in order to provide validity evidence of universal design for learning. This study examine the gap between the students' sequential and concurrent processing based on the comprehension of language and perception reasoning scores by conducting K-WISC-Ⅳ for 26 students with intellectual disabilities and 25 general students, controlling the chronological age and gender of students, The results indicate that the ability of comprehension of language is lower than that of perception reasoning for students with intellectual disabilities. On the other hand, the ability of comprehension of language is higher than that of perception reasoning for general students. In addition, the individual differences are founded between the ability of comprehension of language and perception reasoning of students with intellectual disabilities and general students. The results are supported by the general concepts of information processing that students with intellectual disabilities have a higher ability of perception reasoning compared with that of comprehension of language, and general students have a higher ability of comprehension of language compared with that of perception reasoning. Based on the result, the following conclusion is provided. First, the ability of comprehension of language is lower than that of perception reasoning for students with intellectual disabilities, and the ability of comprehension of language is higher than that of perception reasoning for general students. Second, the individual differences between the ability of comprehension of language and perception reasoning of students with intellectual disabilities and general students are significantly different and contradicted each other. Thus, universal design for learning for students with intellectual disabilities in inclusive education setting could minimize the disability barrier and maximize the possibility of their learning including general students by providing multiple means of engagement, representation, and action and expression.

지적장애, 보편적 학습설계, 정보처리, 통합교육, Students with Intellectual Disabilities, Universal Design for Learning, Information Processing, inclusive education

이종호 Lee Jong-ho , 고은 Ko Eun

DOI:10.19049/JSPED.2018.19.4.03 Vol.19(No.4) 47-70, 2018

The ultimate purpose of this study was to find out the current state of career education of the elementary school students with disabilities in the inclusive education setting. Therefore, the researcher examined the perception of the inclusive classroom teachers on the career education of elementary student with disabilities, actual condition and their demands comprehensively. As a survey study, this study performed the questionnaire survey with 135 inclusive classroom teachers having experience as inclusive class teacher in 62 elementary schools located in Jeonnam. In the results of this study, the answer that the career education is needed for the elementary students with disabilities occupied more than 90%, and 80% of them answered that the timing of starting the career education should be the kindergarten and the elementary school. In contrast, more than 50% answered that the career education is not performed, and approximately 80% answered that the career counseling is not performed, which means that the needs of career education are recognized but the education in the actual field is not sufficient. In addition, it was shown that the special education and the training related to the career education have significant impact on the implementation of career education. The researcher intended to find out the problems and matters to be improved in the career education for the elementary students with disabilities through the demand of inclusive classroom teacher for the career education, etc.

통합학급, 초등학교 장애학생, 진로교육, Inclusive education, Elementary school students with disabilities, Career education

윤은희 Yun Eun-hee , 최성규 Choi Sung-kyu

DOI:10.19049/JSPED.2018.19.4.04 Vol.19(No.4) 71-95, 2018

The purpose of this study was to investigate the moral developmental characteristics of children with hearing impairment according to their gender, grade, general school experience, and disability point of view by applying DIT(Defining Issues Test) fit for Korea. The subjects of this study were 131 children with a hearing impairment who were integrated into general school and deaf and hearing-impaired schools in the 4th, 5th, 6th grade, and the first year of middle school. This research does not include students who have severe and multiple disabilities. Behavioral selection and moral judgment according to background variables of hearing - impaired children were analyzed by Chi - Square test, T - test, and one - way ANOVA. The results of the study are as follows. First, behavioral selection characteristics of background variables on the conflict situation of hearing impaired children as the age of the grade increases, as the disability identity is established, the obligation to obey the law and obey the norms of the society becomes more stronger. In addition, general school experience shows difference in the development of cogitation post conventional. Second, there was no significant difference in gender and disability perspectives on the background developmental moral judgment developmental characteristics of children with hearing impairment. However, grade and general school experience were significant. Stage 3 developed in grade 6, and experience in general school showed particularity in stage 3. This suggests that general school experience has an impact on moral judgment.

청각장애아동, 도덕성, DIT(Defining Issues Test), children with hearing impairment, morality, DIT

김요섭 Kim Yo Seob

DOI:10.19049/JSPED.2018.19.4.05 Vol.19(No.4) 97-119, 2018

This study aimed to investigate actual condition, perceptions, barriers, and activation strategies in counseling for students with disabilities in inclusive education via their parents. One-hundred and six parents of students with disabilities in elementary or secondary schools participated for this study. A parent survey was used to collect data. The main results were as follows. First, all of the students experienced individual counseling and minority of them experienced group counseling or family counseling. Second, in terms of the counseling method, psychological counseling had the highest percentage and other methods such as behavior therapy, art therapy, and play therapy were also used. Third, the counseling topics ranked in the higher rate were improvement of school adaptation ability, improvement of social skills, behavior modification for problem behaviors, and improvement of communication skills. Fourth, the majority of the parents answered counseling services were helpful for their children, but perceived their children were less benefited in the counseling services compared to regular students. Fifth, the main barriers indicated by the parents to the counseling for students with disabilities were lack of intelligence and communication abilities of the students, lack of counselor’s knowledge and understanding as well as their counseling abilities and experiences for students with disabilities, and lack of parents’ concerns and efforts for their children’s improvement through counseling services. Sixth, activation strategies suggested mainly were increase of counselor’s knowledge and understanding for students with disabilities, increase of parents’ concerns for their children’s improvement through counseling services, increase of counselor’s recognition that students with disabilities were also their clients and were able to be benefited by counseling services. Seventh, parents suggested increase of counselor’s concerns of, and more active and regular counseling services for, students with disabilities, placement of expert counselors in schools or local education agencies in charge of students with disabilities, and increase of school counselors. Lastly, summary, discussion and suggestions for further study were included on the base of the results and implications from this study.

장애학생 부모, 통합교육 상황, 장애학생 상담실태, 장애학생 상담 활성화 방안, Parents of Students with Disabilities, Inclusive Education Settings, Actual Condition in Counseling for Students with Disabilities, Activation Strategies in Counseling for Students with Disabilities

김정현 Kim Jung-hyun , 박현옥 Park Hyeon-ok

DOI:10.19049/JSPED.2018.19.4.07 Vol.19(No.4) 157-176, 2018

The purpose of this study was to analyze the experimental research on the social skills of students with intellectual disabilities based on the quality indicators of evidence-based practices. 25 experimental research studies published from 2008 to 2018 were analyzed using the quality indicators of evidence-based practices developed by CEC(2014). The quality indicators of evidence-based practices include context and setting, participants, intervention agent, description of practice, implementation fidelity, internal validity, outcome measures/dependent variables, and data analysis. The results of this study were as follows: First, there were 19 experimental group comparison design studies and 5 single-subject experimental design studies. And there were 16 studies(64%) did not specify the validity, and 9 studies(80%) did not indicate implementation fidelity. Second, There were no studies that fulfill all the quality indicators of evidence-based practices.

증거 기반 실제, 지적장애, 사회적 기술, evidence-based practice, intellectual disability, social skill

김기룡 Kim Ki-ryong , 김삼섭 Kim Sam-sup

DOI:10.19049/JSPED.2018.19.4.08 Vol.19(No.4) 177-199, 2018

This study was investigated levels of importance and performance about teaching competence and analyzed data collected from special education teachers to see differences between the importance and the performance. The results are as follows; First, the level of recognition about the importance of teaching competence was in order of guidance on students, knowledge·attitude, lesson instruction, collaboration, educational environment configuration, lesson instruction, basic knowledge. Second, the level of recognition about the performance of teaching competence was in order of the knowledge·attitude, the guidance on students, educational environment configuration, lesson instruction, basic knowledge and collaboration. Third, the largest differences between the importance and the performance was the teaching competence related to career and vocational education was the greatest. The difference in human rights sensitivity was the smallest. Fourth, the results of quadrant analysis about the importance and the performance showed that the guidance on students and the knowledge·attitude in quadrant 1 should be gradually improved. The lesson instruction and the guidance on students in quadrant 2 needed strategies to improve the performance. The collaboration, basic knowledge, and educational environment configuration in quadrant 3 needed to strengthen implementation. The results of this study can be used as basic data in order to organize pre-service special teacher training college curriculum and special teacher training course.

특수교사, 공통 교직수행능력, 중요도, 실행도, 중요도 실행도 분석, special education teacher, teaching competence, levels of importance, levels of performance

박진석 Park Jin-seok , 이해균 Lee Hae-gyun

DOI:10.19049/JSPED.2018.19.4.09 Vol.19(No.4) 201-218, 2018

The purpose of this study is to examine the teacher's implementation levels of Universal Design for Learning (UDL) in schools for the blind. It was conducted the structured survey with a questionnaire based on 'UDL guidelines version 2.0'(CAST, 2011), and then the collected data was analyzed to investigate the difference of implementation levels depending on the teachers' demographics. The conclusions are the following: First, the implementation levels of teachers with UDL training was higher than those of the teachers without training in the component of providing multiple options for representation. In the guideline #2, the teachers in the elementary school curriculum showed the higher levels of implementation than those of teachers in the occupational course. Second, in the guideline #6, the teachers in elementary and middle school curriculum, with sight, and with UDL training have higher implementation levels than the ones in the occupational course, with visual impairments, and without UDL training respectively. Three, the implementation levels of teachers in the elementary school curriculum is higher than those of teachers in the occupational course in the guideline #8. Sighted teachers show a higher level of implementation than that of teachers with visual impairments in the guideline #9. Based on these conclusions, it will need to conduct additional research about that the evidence-based research and the development of interventions considering the three components of UDL.

보편적 학습설계, UDL, 시각장애, 교사전문성, 통합교육, Universal Design for learning, Visual Impairment, Teacher Expertise, Inclusive Education

김정은 Kim Jung-eun , 정회정 Jeung Hoe-jeung

DOI:10.19049/JSPED.2018.19.4.10 Vol.19(No.4) 219-240, 2018

The purpose this study was to explore the casual relation between psychological burnout between intention and influencing factors among teachers in specialized daycare centers for young children with disabilities. The sample included 156 teachers who were doing in specialized daycare centers for young children with disabilities. The results of study were as follows. First, resilience, empowerment, and job satisfaction affected psychological burnout, and these variables explained psychological exhaustion in 43.5%. Second, it was found that the resilience and empowerment of the teachers of the children with disabilities affect psychological burnout through the medium of job satisfaction. Third, the indirect effect of job satisfaction through the medium of job satisfaction rather than the direct effect of resilience and empowerment on psychological burnout. In other words, it can be seen that job satisfaction can act as a parameter in the process in which the resilience and empowerment of the teachers in the children's homes with disabilities can affect psychological progress. These results should be developed to enhance the quality of education for children with disabilities by enhancing the level of resilience and empowerment of teachers at children with disabilities, thereby improving satisfaction with their jobs and lowering the level of psychological burnout.

장애아전문어린이집 교사, 심리적 소진, 회복탄력성, 역량강화, 직무만족도, teachers in specialized daycare centers for young children with disabilities, psychological burnout, resilience, empowerment, job satisfaction

김용욱 Kim Yong-wook

DOI:10.19049/JSPED.2018.19.4.11 Vol.19(No.4) 241-258, 2018

The purpose of this study is aimed at identifying students' interest in science and class satisfaction when UDL-based science class is applied to middle school students placed in unstructured inclusive education environment. Therefore, the first grade students in the G city and the second grade students in the middle school in W city are employed into experimental-control group such as the UDL-based science class for the experimental group and the traditional class for the control group, Each class was conducted over four periods. Before the class began, the science interest test was conducted. After the final class, the interest in science subject test and the class satisfaction test were conducted at the same time. The results of the study were as follows. First, the middle school students in UDL-based science classes showed improvement in the science interest. Second, most students in the UDL-based science classes were satisfied regardless of their academic achievement. Based on the results of this research, some suggestions for future research are suggested along with the expected effects of the research.

보편적 학습설계(UDL), 통합교육, 과학 흥미도, 과학 수업 만족도, universal design for learning, inclusive education, interest in science subject, satisfaction on science subject

황순영 Hwang Soon-young , 양혜림 Yang Hae-lim , 이후희 Lee Hoo-hee

DOI:10.19049/JSPED.2018.19.4.12 Vol.19(No.4) 259-291, 2018

The purpose of this study was to investigate the actual condition of transition education and the perception of special education teachers in the special school secondary developmental disabilities. For this purpose, a questionnaire survey was conducted on 150 special school teachers who are in the middle school second grade and third of high school in the five special schools in Busan. The collected data used technical statistics and Chi-square to identify the differences between each factor and variable using SPSS Statistics(Version 23). The main results of this study are as follows. First, in terms of the transition education management status of the students with secondary developmental disabilities in special schools, most of teachers did not establish individualized transition plans. Most of the goals of the transition education were independent living and daily living functions. In addition, there were many responses that they did not link with related organizations. Second, the perception of special education teachers about the transition education of secondary students with developmental disabilities, the independent living functions were most frequently responded to the transition education areas needed for students with secondary developmental disabilities. On the other hand, the majority of the respondents said that the lack of information from teachers or parents was the reason why parents counseling or connection with families was not successful. It was said that the schools and the related organizations need to cooperate for the transition education. There were many opinions that it would be better to start with elementary school if the school implements systematic transition education. However, most of the teachers realized that the implementation of transition education was still largely challenging and difficult in Korean society, and the main reason was lacked proper curriculum or materials and support system.

발달장애학생, 전환교육, 특수교사, 실태, 인식, students with developmental disability, transition education, special school teachers, management status, recognition

홍정숙 Hong Jeong-suk , 안상권 An Sang-kwon

DOI:10.19049/JSPED.2018.19.4.13 Vol.19(No.4) 293-322, 2018

This study used the historical method of research to investigate the regulatory changes that took place in mandatory education, including deferments and exemptions, for special education students from 1948 to the present. The objective of the study was to identify the historical implications of these policy changes in education and to develop policy suggestions. To examine the historical aspects of the mandatory education, deferment, and exemption regulations for special education students in Korea in an objective fashion, the study included a partial comparative analysis of the Korean and Japanese laws. The result of the analysis are as follows. First, school enrollment was broadly encouraged for children who did not have disabilities, but many children with disabilities did not receive mandatory education opportunities. Second, the educational opportunities for children with intellectual, severe. or multiple disabilities were extremely limited. Third, opportunities for schooling deferment and exemption were misused, and these became convenient and legal ways to avoid providing mandatory education for children who were eligible for special education. Fourth, although the kindergarten and high school courses for special education students were included as compulsory education by enactment of the special education law for individuals with disabilities and other challenges, compulsory education at the kindergarten level was not being implemented properly. Based on the results of this study, the following policy implications have been suggested. First, greater efforts are needed to reduce the discrepancy between the regulations for mandatory education and their implementation for special education students. The most urgent task is to implement the regulation for compulsory education for kindergarten. Second, compulsory education for special education students must go beyond the stage of guaranteeing opportunities for schooling and ensure that the right to appropriate education is upheld. Third, decision about schooling deferment should be considered carefully, based on objective criteria and procedures, and once they are made, proper follow-up support should be given. Fourth, the right to education among people with disabilities who have not been guaranteed school enrollment must be assured.

장애아동, 특수교육대상자, 의무교육, 취학유예·면제, 특수교육진흥법, 장애인 등에 대한 특수교육법, 일본, 역사 연구, Children with disabilities, Students with special needs, Compulsory education, Schooling deferment and exemption, Special education promotion law, Special education law for individuals with disabilities and other challenges, Japan, Historical study

김주선 Kim Joo-sun , 김동일 Kim Dong-il

DOI:10.19049/JSPED.2018.19.4.14 Vol.19(No.4) 323-344, 2018

In order to accomplish the educational goals for students with disabilities, the Special Education Law for Persons with Disabilities and Others, which was enacted in 2007, introduces the special education related services that provide human and physical resources along with general public education. To guarantee the right to education of students with disabilities and to improve the quality of education, it is necessary to study the therapeutic effect. The purpose of this study is to investigate the perception of therapeutic effect by using Concept Mapping method. The stakeholders’perception on therapeutic effect were found into 2 dimensions; Children’s direct change - Children’s indirect change and Change of social awareness of therapy support - Parental change. And 5 clusters were finalized to present therapeutic effect concept: Expansion of therapeutic support institutions, Activation of therapeutic support institutions, Consultation and atmosphere for therapeutic support, Parents' Understanding about children, and Generalization of child function. Concept mapping were shown on the 2 dimension space.

특수교육, 치료지원 서비스, 치료효과, 개념도, Special Education, Therapeutic Support, Therapeutic Effect, Concept Mapping

고서연 Ko Seo-yeon , 백영선 Paek Young-sun , 손승현 Son Seung-hyun

DOI:10.19049/JSPED.2018.19.4.15 Vol.19(No.4) 345-369, 2018

The purpose of this study was to investigate the effects of positive behavior support through behavioral consultation on challenging behaviors and alternative behaviors of student with ADHD tendency admitted to integrated class. For this purpose, multifactorial intervention based on functional assessment using a multiple baseline across conditions design for a child with ADHD tendency referred from integrated class teacher was conducted. The main results of the study are as follows. First, positive behavior support through behavioral consultation effectively reduced challenging behaviors of student with ADHD tendency. Second, positive behavior support through behavioral consultation had effectively increased the alternative behaviors of student with ADHD tendency. Third, the teacher who asked for behavioral consultation was satisfied with the consultation. This study has significant implications for behavioral consultation using the functional assessment and positive behavioral support that was not implemented actively in the integrated class.

ADHD성향 아동, 기능평가, 긍정적 행동지원, 행동적 자문, Student with ADHD tendency, Functional Assessment, Positive Behavioral Support, Behavioral consultation