Byung Ha Kim

DOI: Vol.2(No.4) 1-24, 2001

The Curriculum of special education at Graduate School of Daegu University have been organized and managed on the basis of the traditional foundation with emphasis on the specified category of disability areas. The program should be restructured pursuing for competency-based curriculum for the excellent professionalism. The competency-based curriculum could minimize the overlapping among the subject courses. The competency-based curriculum have been developed in the doctoral program of special education at Daegu University including leadership of special education, visually impaired, hearing impaired, mentally retarded, physically handicapped, emotional/behavior disorder, and learning disability major. For the restructuring of the doctoral curriculum in special education, the self- consciousness of the faculty members should be continuously changed as the process of immanent critique.

박화문 Hwa Moon Park

DOI: Vol.2(No.4) 25-47, 2001

Meeting the demands of the time for inclusion, the compulsory education of school attendance for children who apply to special education have something to accomplish both with disabled child and without disabled child to receive a proper education equally. The proposes of this study will interesting at the right treaty for children that is based on the educational practice, do the duty procedure of school attendance to be applied at present, and do the parent``s need for duty supports of school attendance. The result of this study are as follow. First, parents or legal guardances ought to have responsibility, right and duty to indicate and guide in duty practice of school attendance for them. Second, it should be paid regard the self-expression right (self-determination) about their own problem, and be assured it equally in duty practice of school attendance. Third, it should be paid regard the right of regular internal examination relative children``s treatment in school educational agency and other institution after the duty practice of school attendancy. Forth, educational information and employ information and indication for disabled child to need in order to go to school should be opened for all children enough to use all the time.

조영자 Young Ja Cho

DOI: Vol.2(No.4) 49-72, 2001

The purpose of this study is to suggest an effective method of inclusion in school settings. Inclusion is a very hot issue in current Korean special education, but most research has focused only on what to teach (program) not on how to carry out (method). The results of this study are followings: a) based on prior research, learning through practical experience is more effective than academic learning and partial inclusion is prerequisite for future practice of full inclusion; b) the process of inclusion should have three stages of preparation, practice, and extension and generalization. The preparation stage means analyzation of data such as literature review, level of awareness on inclusion, and student diagnosis. In the second stage, inclusive education plans and methods have to be set up and programs for cooperation between teachers, students, and parents are recommended. The stage three gives chances of various practical experience to students for generalization of learning; c) it is necessary to have more support for human resources, facilities, physical environments (e.g. student/teacher ratio), related services, budget, and school management.

임안수 Ahn Soo Lim

DOI: Vol.2(No.4) 73-95, 2001

This article presents a survey of the competencies for teachers of students with visual impairments. The competencies which the Association for Education and Rehabilitation of the Blind and Visually Impaired developed were translated into Korean and the committee was formed to review those competencies. The committee consisting 8 members selected a list of 115 knowledge and skills belonging to the competencies. The questionnaires were sent to 160 elementary and secondary school teachers of students with visual impairments in order to evaluate the levels of importance and achievement. 147 ones were returned and analyzed. In the results there were no significant differences between elementary and secondary school teachers and between undergraduate and graduate teachers. The area which was rated as most important was planning and managing the teaching and learning environment and the areas which were rated as low were ‘philosophical, historical, and legal foundations of special education’ and ‘diagnosis and evaluation’.

류은경 Eun Gyeong Yoo

DOI: Vol.2(No.4) 97-116, 2001

The purpose of this study is to explore the change of school education and class teacher``s(special teacher) role in knowledge- information society. Currently, the educational paradigm moved from objectivism to Constructism in the knowledge-information society is based on the paradigms of the post-industrial age and is influenced special education too. So, special education must be restructuring from a dual structure to a unified system for full-inclusive education. The restructuring of schools involves the conviction that schooling makes a difference and school education is capable of changing to educate all student together in restructuring of a unitary rather than dual school system for inclusive education. Therefore, all school teacher``s role must be change from knowledge deliverer to facilitator, a teacher who put knowledge-information technology to practical use, a teacher who reconstruct curriculum and engage in quality management, a teacher who improved originality and problem solving, a teacher who have expert knowledge and skill for full-inclusive education, a teacher who consult in cooperation with regular teacher.

여광응 Kwang Eung Yeo

DOI: Vol.2(No.4) 117-146, 2001

The purpose of this study were to discuss about the educational implications of cognitive strategy teaching and possibility of cognitive development of students with developmental disabilities. This study were analyzed and discussed on the dynamic approach of intelligence and cognitive strategy teaching models -the Process-Based Instruction(PBI)- for students with mild developmental disabilities. Major conclusion of the research drawn from the result were as follows; First, It must convert from traditional opinion of intelligence to dynamic opinion of intelligence. second, It reveled that students with the developmental disabled has the deficit of metacognitive thinking process. so recently strategy teaching models were focused the use of cognitive stratagy, intensify of metacognition ability, and self regulated learning. third, Process-Based Instruction(PBI) were composed planning, coding strategy, cooperation teaching/study, and knowledge base.

최성규 Sung Kyu Choi , 윤은희 Eun Heui Yun

DOI: Vol.2(No.4) 147-163, 2001

The purpose of this thesis was to manifest the difference of the cognitive developmental characteristics between deaf children and hearing children in Korea. The concept of cognitive to take in this thesis was to set up classification, ordinal relations, conservation which are representative operant shape to reveal so well for the reversible thinking. It was based on the representative experimentation of the Piaget. The study experimented an object of the 78 deaf children and 60 hearing children which was divided three parts, pre-operational period consists of the age from 3 to 6, concrete operational period consists of the age from 7 to 12, and formal operational period consists of the age 13. The study used sign language, preview and gesture to communicate with them. Two things resulted from the analysis based on the VTR, one is output of average and standard variation, the other is Two-Way ANOVA procedures utilized by group and level of cognitive development. The results of this thesis were that: (a) the cognitive developmental level of the deaf children due to operant shape multiplied as growing the grade of cognitive development was proportional to the ability of the cognitive operant; and (b) the degree of the cognitive development of the hearing children based on operant shape was showed the significant achievement level of cognitive task due to cognitive developmental stage; and (c) there was difference the cognitive developmental level between the deaf children and the hearing children due to operant shape. Therefore, this these suggested as below: (a) it is needed to know the effect of the importance of sign language as a language to development cognitive development of the deaf children; and (b) to clear understanding for the cognitive of the deaf children, it is needed to compare after choosing the children who consist of prelingual deaf children and postlingual deaf children ; and (c) in order to find out suggested vary causes - the limitation of experiment instrument, the problem of experiment method, the problem of object choosing, the lack of experiment, the problem of communication, and the lack of environment to clarify the cause - about cognitive retardation of the deaf children, it is needed practical study.

조인수 In Soo Cho , 박정식 Jung Sik Park , 조은영 Eun Young Cho

DOI: Vol.2(No.4) 165-195, 2001

This study is stressed the need of transition education facilitating the post-school adjustment of students with disabilities and individualized transition plan(ITP) based student``s demands and preference. and The concrete purpose of this study is to investigate strategies of transition assessment for successful individualized transition plan. I show that aims of this study are as follows; First, to investigate domains of student``s assessment and transition education. Second, to find out strategies of assessment in transition education. The conclusions drawn from the discussions are as follows; First, As moving school to adulthood, Assessment procedures to be so important domains within all range of transition plan. and It be in need of transition assessment through gathering information on the individual-analysis of background information, interviews/questionnaires, psychometric instruments, work samples, curriculum-based assessment techniques and situational assessment, and methods of analyzing environments-analysis of living environment, job analysis, program analysis, analysis of resources in target environment, also interagency cooperation within all range of transition assessment- students with disabilities, families and so on.

오세웅 Se Woong Oh

DOI: Vol.2(No.4) 197-225, 2001

The purpose of this study is to investigate the actual condition and utilizing strategy of ICT resources which can lively support the teaching-learning in the management of student-centered curriculum organized for bringing up the creativeness and partnership. The effective use of ICT resources can be achieved by the systematic management and operation of the curriculum resources and by the proper reconstruction of the resources based on the student``s demand. The followings are the conclusions derived from the result and discussion of this study. Since it shows that the actual condition of the resource and utilizing of ICT in the field of special education is poor, there must be the construction of information infrastructure which can develop ICT utilizing lesson by managing the curriculum resources systematically. Although the hardware resources such as computer and internet are facilitated at a regular level, the various kinds of editing facilities which can properly reconstruct the teaching-learning resources to meet the students`` need are rarely available. Specially the shortage of software resources applied in the teaching-learning activities is more critical. These problems lead that there should be the expansion of development of ICT utilizing materials depend on curriculum subjects and units. Schools operating the basic curriculum for the students with mental retardation or emotional disorders should be equipped with the teacher-centered hardware. Schools applying the National Fundamental Core curriculum for the students with visual impairments, hearing impairments, and physical disabilities should be equipped with the student purpose computers and assistive devices emphasized on student``s computer training education. Also, the software which can properly reconstruct materials for the student demand and various educational CD-ROM titles based on the curriculum should be disseminated immediately into special schools. Fourth, teacher should be enabled to utilize the basic ICT as well as to manage the IEP in order to utilize ICT more efficiently for the operation of student-centered curriculum. With these teachers`` abilities, the materials put into student should be produced and reconstructed reflecting student``s interesting. Teacher``s skills on information communication technology is also very important for efficient ICT utilization. Therefore, special education teacher should have database management abilities for student``s information and IEP management as well as basic skills on manipulating information communication devices. And these functional skills should be included in the programs in the in-service training or workshop for teacher``s ICT utilization. For student``s positive participation in ICT utilization lesson, the produced learning materials should be considered the student``s interesting level.

김병하

DOI: Vol.2(No.4) 231-245, 2001

조규영

DOI: Vol.2(No.4) 249-252, 2001

대구대학교특수교육문제연구소

DOI: Vol.2(No.4) 253-258, 2001