김병하 Byung Ha Kim

DOI: Vol.2(No.2) 1-22, 2001

Inclusive education is a kind of school restructuring that implements high quality of education for all students. In Korea, special classes in regular schools confront with a dilemma for establishing the identity between exclusive education and inclusive education. Students with special needs in the self-contained special classes were pull out from regular schools. According to the revised Special Education Promotion Law(1994) in Korea, special classes in the primary & secondary schools should be established for operating the inclusive education. However, the current situation of special classes educating students with disabilities in Korea tend to maintain a sub-track system in public regular education setting. Restructuring special classes for inclusive education is a dilemma that should overcome the gab between ideological views and practical situation in Korea. In spite of this dilemma, we should put great efforts on implementing inclusive education as a process for the students with disabilities.

한현민 Hyun Min Han

DOI: Vol.2(No.2) 23-55, 2001

The present study was aimed at examining the conceptual appropriateness of “therapeutic education” (The Dictionary of Special Education, 2000) used in Republic of Korea, analyzing its problems, and presenting the alternative. To accomplish these purposes, the special education defined in the Special Education Promotion Law Amendments of 1994 was critically re-examined. According to the law, the special education is considered to be the subject-matters instruction, the “therapeutic education,” or the vocational education which is implemented through special curriculum, instructional method, and media suited to the characteristics exhibited by student with disability and eligibility for special education. The purpose of “therapeutic education” is placed on complementing deficit and restoring limited life skills due to disability, and it includes speech and language pathology, physical therapy, occupational therapy, orientation and mobility training, behavior therapy, and counseling and psychotherapy etc. “Therapeutic education” was compared with educational therapy, related services, remedial education, and the others. Through the critical analysis of the concept of “therapeutic education” and its comparison with special education, the author argued that “therapeutic education” as one approach to instruction for the children with disability should be differentiated from therapeutic education activities as a curricular area of special school curriculum, and further suggested the need for reconceptualizing special education.

정대영 Dae Young Jeong

DOI: Vol.2(No.2) 57-80, 2001

This study reconceptualized the resource program, and inquired into efficient practice conditions for escalating inclusive education. Many researchers warned that inclusive education was too emphasized and its movement was developed toward idealism without considering realities. The study reviewed the bachground and the characteristics of the resource program on what we should practice and take root do the program. In terms of situations, resource program was reconceptualized, and its coceptual and practical model were derived. The practical conditions included the establishment of cooperative relationship between general educations and special one, adoption and establishment of pre-referral system, and curriculum adaptation. This study recommended that curriculum adaptation including students, subjects, teachers and environments was the most important factors. In order to successfully apply the resource program into the special educational fields, many kinds of conditions including those factors should be considered and improved.

정진자 Jin Ja Chung , 김지현 Ji Hyun Kim

DOI: Vol.2(No.2) 81-110, 2001

The purpose of this study was to investigate the relationship between the personality traits and food habit of students in special class. The subjects in this study were 130 selected special class students in middle and high schools in Seoul, Inchon, and Chollabukdo. The Following tests were given questionnaire of food habit and Murphy-Meisgeier Type Indicator for Children(MMTIC). The result of the present study were as following. First, personality traits of students in special class have extraversion, sensing, perceiving, feeling type. Second, the relationship between personality traits and the food habit of the special class students investigated, is as follows. The meal they found most delicious was lunch in those types of extraversion, intuition, thinking, judging but dinner in the perceiving type, lunch and dinner in sensing type. Sensing type didn``t have their meals regularly, the thinking type didn``t show any distinct preference and the other types had them irregularly. When they got angry or was displeased, they didn``t eat, but occasionally the intuition type ate. And all the types ate boiled rice and side dishes alternately. These four types of extraversion, sensing, thinking, judging left the table at meal but other four types of intraversion, intuition, feeling, perceiving rarely left the table at meal The side dishes were eaten evenly by all the types except the thinking type, but all the types left no boiled rice and had a meal three times a day. In eating speed these three types of extraversion, sensing, judging tended to eat with normal speed but other four types of intraversion, intuition, feeling, perceiving fast. The taste of food was the most important element to these five types of extraversion, sensing, thinking, feeling, perceiving. But it was nutritive value to the intuition type and there was no special choice to the judging type. Recipe gave an average impact on their eating but the intuition type didn``t eat the food with different cookery. All the types had breakfast everyday. The perceiving type didn``t eat breakfast because they had no appetite in the morning, but with the other types the reason was that they had no time. They ate between meals once a day, but the thinking type more than once or three times. These two types of extraversion, judging ate between meals made by their own mothers and the other types bought to eat their favorite one. Their favorite food of eating between meals was soft drink or ice cream. These five types of extraversion, intuition, feeling, judging, perceiving didn``t had an unbalanced diet and other three types of intraversion, sensing, thinking didn``t eat milk product. The thinking type had an unbalanced diet because of style and color, and other types because of taste. The most favorite food to the extraversion type was sweet one, pungent one and lightly seasoned one but to the intraversion type sourish one and to all the other types pungent one.

민천식 Chun Sik Min

DOI: Vol.2(No.2) 111-128, 2001

Most effective teachers modify some of their instruction for students some of the time. Many of those teachers also believe they differentiate instruction, and, to some degree, they do. It is not this article``s goal, however, to recount the sorts of modifications sensitive teachers make from time to time, such as offering a student extra help during lunch or asking an especially able learner a challenging question during a review session, This article offers guidance for educators who want to develop and facilitate consistent, robust plans in anticipation of and in response to students`` learning differences.

신진숙 Jin Suk Shin

DOI: Vol.2(No.2) 129-146, 2001

The characteristics of the team supporting students with special educational needs to practice efficiently inclusive education was identified in comparison with traditional team approach. The type of the team approach was reviewed in terms of three stages. The first is collaboration team in the identification and prereferral to support teacher in order to satisfy the need of students with special educational needs in prereferral stage. The second is collaboration team in referral and assessment to make decisions the needs of special education. The third is collaboration team in designing the individualized education program and evaluating their achievement. This paper suggested the members`` role of a multidisciplinary team, which consisted of special education administrator, building principals, general education teachers, special educator, parents and students, school nurses, and other team members.

김용욱 Yong Wook Kim

DOI: Vol.2(No.2) 147-168, 2001

Although strategies for application of the constructivist theories of learning and multimedia to class lesson in the field of special education are recently discussing, however, few practical studies have been implemented. Therefore, this study was intended to apply constructivist theories of learning and multimedia to class lesson for students with developmental disabilities. The contents of this study was, at first, to draw up a plan for multimedia mathematics lesson with the method of cognitive apprenticeship and then apply it to an actual lesson to validate the effect by investigating the subject``s ability in using money and teacher self-descriptive evaluation, and by analyzing of actual lesson process. The result of this study shows that the teaching method with constructivism and multimedia application elevate the subject``s interest and motivation in learning activities, and help the subject to master the lesson. It is recommended that much more studies on the teaching method with constructivism and multimedia application be employed for teaching students with developmental disabilities in advance.

대구대학교특수교육문제연구소

DOI: Vol.2(No.2) 175-183, 2001

안병즙

DOI: Vol.2(No.2) 187-190, 2001

김민남

DOI: Vol.2(No.2) 191-195, 2001

강미라

DOI: Vol.2(No.2) 199-204, 2001

대구대학교특수교육문제연구소

DOI: Vol.2(No.2) 205-212, 2001