김정권 Joung Kwon Kim , 김혜경 Hye Kyung Kim

DOI: Vol.2(No.1) 1-24, 2001

The purposes of this study are to explore the theories and models about self-determination. The fIrst part of this study addresses the theories of self-determination. Theories provide individuals with a foundation of why and how think and behave. This is accomplished by fIrst briefly describing the theories that are directly or indirectly related to self-determination. First, these are included (a) the cognitive evaluation theory, (b) the self-regulation theory, (c) the self-effIcacy theory, (d) the equal opportunity theory. These theories emphasized the role that a society perform in the development of an individual``s self-determination. At the same time, the society must furnish the individual with the opportunities to express their self-determination. Second, this study addresses the models of self-determination. The theories of self-determination lay the foundation for the self-determination models, A model is an abstract representation of a phenomenon or system. In this case, the models represent various aspects of the self-determination theories. There are four predominate models of self-determination. They include (a) Mithaug, Campeau, and Wolman``s model, (b) Abery``s ecosystem model, (c) Wehmeyer`s model, and (d) Field, and Hoffman``s model. These models are multifaceted with an emphasis on the individual within various environments. The model takes into consideration the skills base, the knowledge base, and the motivational base of individual within an ecosystem framework. From this perspective, to gain a better understanding of the level of self-determination of individuals, one must understand the interaction between the individual and the environment.

박화문 Hwa Moon Park

DOI: Vol.2(No.1) 25-52, 2001

Special education in 21century is changing from the seperated education into the full-inclusive education as a new educational trend. In this study, I tried to describe the shift of paradigm in integration, and to define the concept for students with special needs. For these objectives, I surveyed special education field in Korea. The conclusions were as follows; 1) For 21 Century, a new educational paradigm IS needed m regular education as well as in special education. 2) It is needed to reestablish concepts which are appropriate for students with special educational needs. 3) Researches about formative approaches for full-inclusive education are needed 4) Conceptualization about shifting from the integration into the inclusion is needed.

김영숙 Young Suk Kim

DOI: Vol.2(No.1) 53-72, 2001

Differentiated infonnation, preventive Programmes and therapies concerning the problems of sexual offene to persons with retardation are still few. Thus there are no studies at all and hardly any literature in the Korea-language area. The present article is based on aktivity of Korea sexual Violence Relief Center in Korea and on results and experiences gained as a social education worker in the project "Prevention of Sexual Abuse of Women with Mental Retardation" conducted in a branch of the large institution "v. Bondelschwinghschen Anstalten Bethel" in Bielefeld in Gennany. Nummbers, symptoms and possibilities of preventing sexual offences, especially with regard to women with mental retardation, are presented.

임안수 Ahn Soo Lim

DOI: Vol.2(No.1) 73-86, 2001

This article describes ocular and other complications of diabetes that affect orientation and mobility. Every year many clients with diabetes lose their sights by the causes of diabetic retinopathy, cataracts and glaucoma. Once they lose their sights it is necessary for them to ``receive independent living skills training as well as orientation and mobility training. Thus orientation and mobility instructor should have good knowledge and rich experiences to teach orientation and mobility skills to visually impaired persons with diabetes. They also should consider several important strategies. The orientation and mobility specialists help visually impaired clients with diabetes to regain psychological comfort when they are depressed with severe vision loss. If an insulin reaction is not properly treated, the visually impaired client can eventually lead to unconsciousness during mobility training. When orientation and mobility instructor trains the visually impaired persons with diabetes, interdisciplinary team should be formed in order to individualize orientation and mobility program. Finally, The orientation and mobility instructor recommends that the visually impaired persons with diabetes will take dog guide training or long cane training after assessing those clients.

여광웅 Kwang Eung Yeo , 구유미 Yu Mi Gu , 이정현 Jung Hyun Lee , 김선미 Sun Mi Kim

DOI: Vol.2(No.1) 87-109, 2001

The purpose of the present study is to investigate how systematic atributional training affects learning achievements and learning attitudes for the children with mild mental retardation through decreasing their feelings of learned helplessness. For the study, three children with mental retardation, whose IQs range from 60 to 75, were selected from those who were enrolled at special classes of elementary schools. They do not have physical handicapped and language problems. The procedure applied to this study focused on the changes the reason for the learning failure from "their ability" to "their lack of effort". The findings were as follows: First, after attributional training, the speed of the completion of the learning assignment, the interest about assignment, and the learning attitudes of the children were all significantly improved. Second, for the fail-assignment, maintaining time concern and learning attention were increased but the anxiety for the fail-assignment was decreased. It was noted that learning attitude wes changed positive. In conclusion, this study shows that "attributional training has effect of positive changing of learning achievement and learning attitude of children with mild mental retardation"

조인수 In Soo Cho , 도금숙 Gum Suk Do , 전보성 Bo Sung Jeon

DOI: Vol.2(No.1) 111-145, 2001

The aims of this study are finding out the reality of the operation of the majored subjects and problems and finding out the improved methods about them. And 1 surveyed special teachers who are attending 17 special schools in Korea in which have the majored subjects about the reality of operating them and improved methods about them. First, about surveying the reality of operation, as to the majored subjects, they are mainly teaching students in the form of work training, guiding job, preparing job and daily Iiving skills through classes. The selection of majored subjects conceming jobs are made through school``s direction and the cooperation among teachers, students and parents, and teaching jobs are now changed or will be changed because of the maladjustment to student`` s aptitude, the assessment on their job aptitude is not being made now. There are many qualified teachers who have the certification in special school and they think that their roles as directors, guiders are important. The majoring students don’t have enough practicing places and factories. Even though they are received training about job in school, they get jobs unrelated with their received training. And they have verγ low employment as a whole. Though the transitional education program whose aims are selection in jobs, employment and enjoying jobs, it is started especially in the middle and high school courses. And it is thought that official and individualized education program is very important, also needed the cooperation among related authorities and it’s major program is used as the programs on job training. programs on job training. Next, as to the problems and improved methods, the problems about the majored subjects are the unrelatedness with job training and unreality and only one line of selection in job training. The problem about the transitional education program is the shortage in social skills, in the basement of job training and in carrγing out ability. The professional ability which is required in job guiding teacher is job training guide, many methods, the ability about assessing job aptitude, and testing their ability. The construction of the curriculum is not applying the guided curriculum rather than transforming the curriculum according to the atmosphere, and their school year should not be stuck to any one standard but be varied according to their ability and improvement. In the operation of majored subjects, it is necessarγ for them to provide real career education, the opportunity to receive various job training and the supported employments in which they can be included in their society actively.

최성규 Sung Kyu Choi , 김홍도 Hong Do Kim

DOI: Vol.2(No.1) 147-161, 2001

The purpose of this Study was to analyze the language categories of children with mental retardation in the application of dynamic language programs. Three children with mental retardation were participated to analyze the language categories. The dynamic language programs were developed to apply between normal children and the subjects. Three normal children who were attending same classes with the subjects used the programs to interact with the three subjects. The investigation design without any research design was utilized for experimental research. Total ten sessions were applied. The time of each sessions was thirty minutes. The language categories based on B. F. Skinner``s verbal behavior such as echoic, mand, tact, intraverbal, codic, and autoclitic were collected from the three children with mental retardation when the three children interact with the three normal children responded from the normal children``s asking by the language programs. The results were that: (a) language categories were analyzed by the programs; and (b) the most frequently language was intraverbal, and the second frequency of the language responses was autoclitic, however, the other four language categories were not presented. Therefore, this study concluded that the intraverbal is most important language category for the children with mental retarded.

김미숙

DOI: Vol.2(No.1) 167-171, 2001

한경임

DOI: Vol.2(No.1) 173-178, 2001

민천식

DOI: Vol.2(No.1) 183-190, 2001

대구대학교특수교육문제연구소

DOI: Vol.2(No.1) 191-198, 2001