김정권 Joung Kwon Kim , 민천식 Chun Sik Min

DOI: Vol.2(No.3) 1-17, 2001

The purpose of this study is to reconceptualize through criticizing a special education`s traditional assumption based on the multi-paradigm in social sciences. The conclusions which are drawn from the discussions reviewed are as follows: First, Under functionalist paradigm, students are identified as handicapped and, to one degree or another, removed from general education classrooms simply because their needs can not be accommodated by the standard practices contained in a particular teacher``s repertoire of skills. As a result of such view, therapy and diagnosis are regarded as the major functions of special education. The problem is that without a paradigm crisis, nothing compels a profession to question the validity of the conventional paradigm or the knowledge tradition and associated assumptions that stand behind it. Second, The special education``s assumptions should be reconceptualized such as student disability is an organizational pathology; diagnosis of student disability is subjective and harmful to students and to public education as a whole; special education is a nonrational and uncoordinated system of services that benefits school organizations; and progress in special education is a nonrational undertaking, a revolutionary process of fundamentally replacing conventional school organization.

박화문 Hwa Moon Park , 조수군 Shu Jun Zhao

DOI: Vol.2(No.3) 19-39, 2001

This study was conducted to investigate the developmental process of special education through Chinese history. The conclusion of this study was as follows. First, Students with disabilities were separated from the germinal students in edification period, and special education was involved under the general education, at that time there were 40 special education schools and 2,000 students with disabilities in that period. Second, Chinese special education was influenced and built by communism educational institution in mature period. Specially both Mao ZeDong and Deng XiaoPing``s policy influenced the special education system very much. The most important thing were that a government gave a opportunity to students with disability to go to school at time. Third, Chinese special education was influenced by the reformation and opening a door of nation in developmental period, and lots of laws were systemed and enacted for individual with disabilities by Chinese government. Fourth, Since 1994 in China, 『8·5 plan』and 『9·5 plan』among them, were being treated the concrete policy, the rights of the disabilities, and inclusion, which were introduced the social participation of disabilities. Fifth, Recently, Chinese special education should cover so many things such as education, employment, welfare so on for over 60,000,000(sixty million) disabilities, considering many aspects in China and the best way to built the special education teachers through information technology to solve chinese special education problems.

정재권 Jae Kwon Jeong , 최경숙 Kyung Sook Choi

DOI: Vol.2(No.3) 41-64, 2001

This study is conducted to support difficulties of the Developmental Disabilities mothers by analyzing how they cope with their problems. This study selects 147 mothers whose their children go to element, middle and Chonnam and conducts a coping behavior test. This study concludes as follows. First, overall characteristics of coping behavior of the Developmental Disabilities mothers are excellent. When they are younger and have higher education and monthly income they better cope with. Also, believing in catholic and having other normal children, they better cope with. Secondly, there are a variety of characteristics by a subordinate measure. In the coping behavior I, when they are younger and have higher education, and older and believe in Buddhism; the coping behavior Ⅱ, younger and higher education, and older and in Catholic; the coping behavior Ⅲ, younger and higher education, and higher education and other normal children, they better cope with. This study suggests the followings according to these conclusion. First, it is required to research different variables of the Developmental Disabilities mother. Secondly, it is required to continue to study test tools for coping behavior to verify reliability and validity.

김병하 Byung Ha Kim , 이한선 Han Sun Lee

DOI: Vol.2(No.3) 65-84, 2001

This study is to analysis the rating results by the Korean deaf high schools`` teachers on the needed competencies(CEC International Standards) for transition education specialist. According to the previous result that showed that it has been very difficult for the disabilities to adjust themselves to the society and to live independently from home and to have a job, the transitional education has been paid much attention to from 1990. But, on the whole, it turned out that many teachers in school for the deaf were deficit in their knowledge and professional about transitional education, that showed that the transitional education has not been settled yet in Korean education for the disabilities. The teachers of special school for the deaf percept it very important to have the international standard which is necessary for them, but they still have much difficulty in practical performance. Based on the result of the study, suggestion are as follows : First, even though it is presented as the CEC international standard. there can be some historical, institutional, cultural obstacle for us to accept the competency standard from the Standard directly, for it is developed according to the situation in the transitional education and institutional criterion of the training of the teachers there. Therefore, it is necessary for us to develop the original model about teachers`` competency which fits in our country. Second, we need to develop the curriculum for the transitional services in the process of the training of the teachers to expand specialty of the teachers who are in charge of the transitional education.

신진숙 Jin Sook Sin

DOI: Vol.2(No.3) 85-110, 2001

It is an important factor of success to provide effective instructional practice for students with and without disabilities in inclusive educational environment. Though the need of inclusive education is recognized, there are few of research about instructional practice for inclusion. The present study discussed 3 basic factors and 9 instructional methods for integrated students in the general classroom. In order to be implemented these instructional practices, related informations, supports and trainings should be provided continuously to teachers. In addition to these approaches, differentiating instructional techniques, contents and curriculum will be best academic practice in the inclusive classroom.

여광응 Kwan Eung Yeo , 이점조 Jeom Jo Lee

DOI: Vol.2(No.3) 111-132, 2001

The purpose of this study were to examine effects of PASS Reading Enhancement Program on simultaneous·successive processing function and word reading of Children with reading disability. Literature review reveals that children with reading disability have some deficiencies in cognitive function and have reading difficulties. So I can assume that one of plausible predictors of reading difficulties in children with reading disability is their poor simultaneous·successive processing function. Subject children 3(second-grade 2; male 1 female 1, third-grade 1; female) with reading disability were selected an experimental child from normal classroom of elementary school. Training of the PREP was consisted of 17～19 sessions for 2 months. Each training session took 30 minutes. The multiple baseline across subjects design was adapted as method in order to reading disability acquire simultaneous and successive processing function. In order to examine the effect of a series of training program two kinds of measurement instrument were used: simultaneous·successive processing function checklist and word list checklist which were translated and revised by the author. Major conclusions of the research drawn from the result were as follow; First. The PREP training on the reading disable children``s simultaneous processing function could help children reading function. Second. The PREP training on the reading disable children``s successive processing function could help children reading function.

정진자 Jin Ja Chung , 박현아 Hyon A Park

DOI: Vol.2(No.3) 133-159, 2001

This study is designed to shed light on the influence of a program for cooking activities on the order conception of mentally handicapped children. With this in mind, the researcher conducted a cooking-activity program three times a week (a total of 20 sessions) attending an elementary school for mentally retarded children located in Mokpo, South Cholla Province. The findings can be summarized as follows. First, the program is effective in developing the subjects`` conception of length. Child 3 showed the greatest change in the development of the conception of length, while Child 4 showed a low change and Child 1 and Child 2 didn``t show any change. Second, the program is effective in developing the subjects`` conception of size. Child 1 and Child 3 showed the greatest change in the development of the conception of size. Changes were seen in Child 2 and child 1 in the right order. This means that the cooking activities turn out to be very effective in the development of the subjects`` conception of size. Third, the program is lowly effective in developing the subjects`` conception of volume. Child 3 showed a few changes, while Child 1, Child 2, and Child 4 showed no change at all. Fourth, the program is lowly effective in developing the subjects`` conception of weight. Child 4 showed a few changes, while Child 1, Child 2, and Child 3 showed no change at all in terms of scores. Fifth, the program is lowly effective in developing the subjects`` conception of numbers. Child 4 showed a few changes, while Child 1, Child 2, and Child 3 showed no change at all in terms of scores. The researcher should like to make the following suggestions on the basis of the findings. First, it is necessary that effective and specific programs for cooking activities should be scientifically studied with a view to providing handicapped students with a variety of interesting activities on the basis of the results that the program enhances children``s conception of numbers. Second, this study is subjected to limitation as far as the generalization of the findings is concerned. So it is necessary that a sufficient number of subjects and a contrast group should be formed for the purpose of better study. Third, as the type of cooking available in the field is limited with relevant facilities insufficiently provided, cooking activities are not actively conducted. The researcher suggests that teachers should take a more positive interest in cooking.

국미경 Dong Im Chung , 정동임 Mi Kyung Kuk

DOI: Vol.2(No.3) 161-182, 2001

This paper gives a attention to effect of receration craft program on the affirmative self-concept and social development of low-achieving children. 30 students, the 5th school year in Y elementary school, are sampled at the first time. They have mark which is lower than 60 degree. Next, recreation craft program, which is develed by 4 mens, including Park, Kyung-Suk, is performed for the 5 students who have qutatient lower than 85 in IQ. It take 60 minutes each 1 program. The program is repeated 20 times, bring about the followings. The research findings were as follows: First, recreation craft program gives a good effect on elevation of self-consept in low-achieving children, It help the childeren have physical self-concept, update social self-consept. and emotional self-concept raise attention to lesson, bringing up self-consept in lessons. Personal up-greads are as follows: child C in self-consept in lesson, child E in social self-consept, child A, B, D in physical self-consept, child A,C in emotional self-consept. In addtion, the children are elevated in attention to lesson, giving a favor in class. Second, application of recreation crapt program give a affect on bring-up in society. children C, D, A, B, E are updated in sequence. They are changed from selfish thought to social thought, giving a help for the others. In the above results, the 2 proposals can be given. First, teachers have to lesson, raising positive self-consept for the poor-learned to do their best. Second, teachers have to bring up self-confidence and pride with lesson and human deed practice, driving personal capacity and society.

김용욱 Yong Wook Kim , 우이구 Yi Gu Woo , 김영걸 Young Gul Kim

DOI: Vol.2(No.3) 183-201, 2001

During last several years, with the development of Information & Communication Technology(ICT) and ``Education Information Project`` and ``School Advancement Project``, the government has propelled the construction of information network including internet and intranet at elementary and secondary school over the nation. In these days, it seems that almost every school in the nation has been facilitated with state-of-art technologies. In addition, with supplying multimedia tools to school field, such physical environment of education is more becoming with advanced technology. And at the same time, the ICT application to education has been being emphasized for effective use of digital infrastructure of education field. However, the digital teaching·learning infrastructure in the special education was facilitated with nearly the same type of technologies at general education. Since the computer facilities such as space and arrangement of computer room, appropriate software and hardware, and assistive devices for access were not properly supplied with considering special needs and characteristics of disabilities, the ICT has not been actively practiced in the field of special education. In order to apply ICT effectively at special education field, the ``accessibility`` should be preceded with providing assistive technology as well as cutting-edge computer technology. The purpose of this study is to examine and suggest possible supporting plans regarding ICT application and assistive technology from the government and from principles and teachers of special school where special education is mainly practiced.

Dr. I. King Jordan

DOI: Vol.2(No.3) 207-211, 2001

김정권

DOI: Vol.2(No.3) 213-225, 2001

김병하

DOI: Vol.2(No.3) 227-234, 2001

우정한

DOI: Vol.2(No.3) 237-242, 2001

대구대학교특수교육문제연구소

DOI: Vol.2(No.3) 243-248, 2001