김영익 Kim Yeung-ik , 권순우 Kwon Soon-woo

DOI:10.19049/JSPED.2019.20.1.01 Vol.20(No.1) 1-22, 2019

This study is an intervention study to investigate the effect of physical activity through sensory integration psychological exercise on exercise ability and self - efficacy of developmental disabilities students. The subjects were 2 autistic students with disabilities and 2 students with intellectual disabilities. The subjects were interviewed for 2 or 3 times a week for a total of 24 sessions. In addition, after the intervention, the effect of intervention was verified by checking the maintenance after 2 weeks' rest period The results of the study are as follows. First, the sensory integration psychological movement showed improvement of the exercise ability by positive scores of all the four subjects of the developmental disabled students. In particular, autistic students showed the highest athletic performance. The students with intellectual disability students had the lowest score of the athletic ability among the 4 students, but the rate of the improvement of the personal inward posture was the highest. Second, intervention of physical activity through sensory integration psychological exercise showed improvement of self - efficacy in all four students. Self - efficacy was assessed using a 5 - point scale. In the pre-test of the total 23 items, the mean score of the average students was 1.5-2.2, but after the intervention, the post-test showed a high score of 3.3-3.6. All four students showed positive self-efficacy The effect of the change was observed. In the maintenance stage test, it was confirmed that exercise ability and self - efficacy were maintained. The results of this study suggest that the sensory integration psychological exercise is effective in improving the exercise ability and positive self-efficacy of the developmental disability students.

감각통합심리운동, 발달장애학생, 운동능력, 자기효능감, Sensory integration psychological exercise, Developmental disability students, Exercise ability, Self-efficacy

이신영 Lee Shin-young

DOI:10.19049/JSPED.2019.20.1.02 Vol.20(No.1) 23-39, 2019

This study conducted a survey on teachers of students with visual impairments for their satisfaction, validity in the National Evaluation System for Teachers' Proficiency and Development. The intention of this research is to provide fundamental resources for betterment in the practice of evaluation system. Summarized results from the research are as follows. First, the perception of teacher validity indicated higher scale score in teachers with less than 5-year of teaching experience, and teachers without visual impairment. Additionally, in the perception of teacher satisfaction in school for students with visual impairment demonstrated higher scale score from the background variables that who were in pre-school, elementary level, possess less than 5-year of teaching experience, and teachers without visual impairments. Therefore, both validity about the teacher evaluation system and teacher satisfaction is effected that develop in teaching profession not only in general education schools but also in schools for students with visual impairments. Second, the results validity and teacher satisfaction in national evaluation system illustrated a positive correlation with every aspect. Additionally, validity of assessment factors and validity of assessment process shown the highest correlation above all factors, and the assessment process satisfaction and the satisfaction of results shown the highest correlation above all factors. As a result, validity and teacher satisfaction in the national evaluation system addressed a mutual affirmative relation that the researcher proposed a follow-up study from the consequences.

시각장애학교 교사, 교원능력개발평가의 타당도, 교원능력개발평가의 교사 만족도, Teachers in the School for Visual Impairments, National Evaluation System for Validity, teachers’ satisfaction of National Evaluation System

이학준 Lee Hak Jun , 김남진 Kim Nam Jin , 김용성 Kim Yong Seong

DOI:10.19049/JSPED.2019.20.1.03 Vol.20(No.1) 41-63, 2019

The purpose of this study is to explore the successful implementation of teachers and participation of students in UDL-based middle school science classes. In order to do this, participants were observed in UDL-based science classes and general science classes at middle schools and the contents were analyzed using Korean-style UDL checklists(Kim Nam-jin, Kim Yong-wook, 2012). The results are as follows: First, UDL-based science classes are more effective than regular science classes. However, there was prejudice and misunderstanding regarding UDL. They misunderstood the use of technology as UDL. If you buy UDL, you are using UDL. UDL implementation begins with the creation of learning environments and learning development, not product use. If UDL is not reflected in the study design even if UDL is purchased, it is not a UDL-based class. Second, successful participation of students in UDL-based middle school science class. In UDL-based science classes, students actively participated in the classes. He attended classes more often than ordinary science classes. Third, it is urgent to set up standards to evaluate Korean classes by supplementing the problems found in the Korean-style UDL Checklist used as analysis data. After all, I will say that successful implementation of teachers and participation of students in UDL-based science classes can be implemented through science classes based on UDL principles and guidelines.

보편적 학습설계, 성공적 실행, 성공적 참여, UDL 원리와 지침, 체크리스트, UDL, UDL principle, guideline, checklist, science class

이광림 Lee Kwangrim , 이미숙 Lee Misuk

DOI:10.19049/JSPED.2019.20.1.04 Vol.20(No.1) 65-87, 2019

Purpose: The purpose of the study was to investigate the types and characteristics of special education perceived by general education teachers in middle school through Q methodology. Method: It involved in five open type questions from 66 general education teachers in middle school. 40 teachers classified 40 Q statements and then they got interviews to determine the reasons behind the participants’ selection. The data was analyzed by using a Q factor with the QUANL programs. Results: There were three types of special education teachers recognized by general teachers in middle school. Type 1 : It characterized by teachers who have specialized knowledge about the types of disabilities. Type 2 : It characterized by teachers who are able to balance all aspects of being a special education teachers. Type 3: Characteristic of this type is that general education teachers in middle school perceived to special education teachers that it`s hard to teach challenging students with disabilities. Conclusion: This study investigated how general teachers in middle school perceived special education teachers, and suggested the importance of supportive and collaborative relationship between general teachers and special education teachers in inclusive education in middle school.

중학교, 일반교사, 특수교사, Q방법론, Middle School, General Education Teacher, Special Education Teacher, Q-methodological approach

이원희 Lee Weon-hee , 권혁상 Kwon Hyuk-sang , 곽승철 Kwak Seung-chul

DOI:10.19049/JSPED.2019.20.1.05 Vol.20(No.1) 89-110, 2019

The purpose of this study was to verify the effectiveness of the integrated family support program for parents and children with disabilities in terms of family function, family empowerment, and parenting efficacy. The family support program was made up of two individual programs with 10 sessions in which parents and children with disabilities could participate together. To this end, 18 parents and 15 children with disabilities have participated in this program. The family support programs for parents consisted of three different domains, such as general special education, educational support for daily living, and legal issues and occupation & welfare. In addition, the family support program for students consisted of four different domains, such as psychological rehabilitation, art activity, play activity, athletic activity. The result of the study showed that the integrated family support programs were effective in making significant differences on pre-post test results on parents' family function, family empowerment, and parenting efficacy. First, family cohesion, the subcategory of family function, was improved significantly, but there was no significant difference on family adaptability. Second, significant differences were found in the areas of family empowerment, such as knowledge, ability, self-efficacy, except self-advocacy. Third, significant differences were found in all five sub-factors of parenting efficacy. Based on these findings, it was concluded that the integrated family support program in which parents and children with disabilities could participate together was useful in improving the family empowerment among families with children with disabilities. In addition, suggestions for family support programs was discussed.

가족지원 프로그램, 장애학생 부모, 가족기능, 가족역량, 양육효능감, Family Support Program, Family Function, Family Empowerment, Parenting Efficacy

김영걸 Kim Yong-gull , 우정한 Woo Jeong-han , 김남진 Kim Nam-jin

DOI:10.19049/JSPED.2019.20.1.06 Vol.20(No.1) 111-136, 2019

Reading is an essential basic function of academic learning and social life, and it is necessary to provide early intervention if there are difficulties in reading in the lower grades, as these difficulties are likely to persist. The purpose of this study were to compare the characteristics and the relation between word recognition and reading comprehension of reading difficulties-at risk students and general students in order to provide effective reading instruction. To do this, 1,380 elementary school students in grades 1 to 6 were screened for ‘Reading Skills Screening Test’. The results of this study are as follows: First, in the word recognition and reading comprehension areas, general students’ means were higher than reading difficulties-at risk students and had statistical significance. Second, subordinate variables affecting word recognition were letter knowledge, phonological awareness, word awareness, and spelling. In addition, subordinate variables affecting reading comprehension were vocabulary knowledge, text comprehension and listening comprehension. Based on these results, some discussion and suggestions were provided for teaching reading difficulties-at risk students.

읽기곤란, 읽기곤란위험학생, 단어인지, 읽기이해, 읽기, Reading Difficulties, Reading Difficulties-at risk, Word Recognition, Reading Comprehension, Reading

김병하

DOI:10.19049/JSPED.2019.20.1.07 Vol.20(No.1) 137-155, 2019

김용욱 Kim Yong-wook

DOI:10.19049/JSPED.2019.20.1.08 Vol.20(No.1) 157-185, 2019

The acceleration of social change is due to the rapid development of IT technology is requiring stronger changes in education than before. The arrival of the era of the 4th Industrial Revolution, which utilizes the Internet, artificial intelligence, and big data, has brought about an overall change in the field of education and various researches are being conducted on the direction of current educational environment, curriculum, teaching contents and methods of education. On the other hand, even though the field of special education cannot be irrelevant to the 4th Industrial Revolution, it is presently somewhat inadequate to cope with the changing social and educational paradigm. Particularly, even in the field of special education technology where the technology of the 4th industrial revolution can be fully utilized, there is little specific discussion. Therefore, this study deals with the direction of special education technology according to the era of the 4^th industrial revolution. First, review the era of the 4^th Industrial Revolution, the direction of educational change, the sub-category of special education, and the counter measures of special education which is closely related to the 4^th Industrial Revolution. For this purpose, this study summarizes educational philosophy and goals, curriculum, educational contents, teaching methods and educational welfarein considering the era of the 4^th Industrial Revolution. In this paper, proposes the direction for the special education technology by critically reviewing the flow of special education in Korea. In this process, it is a limitation that can’t point out the direction of special education which is a subcategory of education but is a upper category of special education technology. It is recommended that the future study should focus on the systematic development of special education based on hierarchy and continuity of education, special education and special education technology. This study will be considered as a foundation of a series of studies.

4차 산업혁명, 역량, 특수교육공학, 4th Industrial Revolution, competency, special education technology