유장순 Yoo Jang-soon , 김대룡 Kim Dae-ryong

DOI:10.19049/JSPED.2019.20.2.01 Vol.20(No.2) 1-32, 2019

The purpose of this study was to investigate about recognitions and experiences of status, effects, difficulties, efforts and needs for support on implementation of free school year system in special education school for administrators and special education teachers. 4 administrators and 10 special education teacher were interviewed in focus group interview method, using semi-structured questionnaires, which were analyzed by field notes and recording and transferring process through constant comparative methods. The results of this study are summarized as follows. First, each school has different conditions in implementation of free school year system in special education school. Second, Difficulties are lack of recognition of teachers about free school year system, lack of topic selection activities programming capacity and curriculum reconstruction. Third, Effects are the reinforcement of cooperation and communication between teachers, providing opportunities of acquiring new teaching method to teachers and providing various new experiences to students. Fourth, There was requests of various support needed. Based on the results of the study, we may discuss about the improvement direction for efficient implementation of free school year system in special education school.

특수학교, 자유학년제, 학교관리자, 특수교사, 인식, Special Education School, Free School Year System Administrators, Special Education Teachers, Recognition

김태영 Kim Tae-young

DOI:10.19049/JSPED.2019.20.2.02 Vol.20(No.2) 33-65, 2019

The purpose of the study was to review the current research synthesis(trends of academic journals, participants, research method, research topics, and independent/dependent variables) of foreign countries on challenging behaviors of young children from 2011 to October, 2018. Results of the research synthesis of foreign countries was compared with them of domestic research synthesis on the basis of commonness and differences. A total of 124 studies, which were all written by English was analyzed and most of the studies were published in peer-reviewed academic journals of USA. The outcomes of research synthesis were presented in the following. First, studies of young children with challenging behaviors were mainly published in Topics in Early Childhood Special Education(21%) and Early Childhood Research Quarterly(15.3%). The studies were actively researched from 2011 to 2016, however turned to decrease in 2017 and 2018. Second, participants of the studies were mainly young children with and without disabilities including those at risk and their teachers and parents. Participating children were mostly preschool age. Among young children with disabilities, children with autistic spectrum disorder and emotional disorder participated in the highest rate of the studies. The studies mainly used survey research(35.5%), single subject design(13.7%), and experimental research(12.9%). Third, topics of the studies were mainly about early intervention for young children with challenging behaviors, particularly positive behavior supports(37.9%) and effects on development and learning of young children's challenging behaviors(13.7%). Finally, studies of SSD(12 of a total of 17 studies) and experimental research mainly used positive behavior support(PBS) as an independent variable. These studies all used challenging behaviors as a dependent variable and many of them used treatment fidelity of teachers or parents.

문제행동, 장애 및 장애위험, 영유아, 해외 연구동향, Challenging Behavior, Disabilities and at risk, Young Children, Research Trends in Other Countries

윤정하 Yoon Jeong-ha , 김용욱 Kim Yong-wook

DOI:10.19049/JSPED.2019.20.2.03 Vol.20(No.2) 67-100, 2019

The choir experience may make possible to provide these reach experiences for effective interaction and social adapting skills. This study was initiated from the question of whether the choir experience, music education in further, could help understanding students with developmental disabilities in-depth and enhancing their social life in quality. For this ends, this study was employed the choir experience to students with developmental disabilities and observed at diverse angles in the process of the choir experience. For this purpose, this study was to find out how students with developmental disabilities adapt through choir experience in school which is their main life space, what they think about the situations that they encounter while they were preparing for the concert, and what meaning they give to their choir experience. The following categories were derived from the meaning of the choir experience by students with developmental disabilities. These six major categories were conclude from observation and analysis of social interaction between students and with teachers, and activity experience and adaptation. These categories were ‘Meeting with the new world, ‘Happiness of discovering hidden talents’, ‘Immersion to forget everything else’, ‘Splendor shining like jewels’, ‘A place of learning through communications with teachers’, and ‘World together with friends’. In summary of all the aforementioned results, by analysis of the meaning of the choir experience, students with developmental disabilities and their important motivations could be understood. Furthermore, their expression and concentration were improved through the choir experience, which naturally led to the improvement in class attitudes, and enhanced confidence.

발달장애학생, 합창경험, 질적연구, Students with Developmental Disabilities, Choir Experience, A Qualitative Study

정소영 Jeong So-young

DOI:10.19049/JSPED.2019.20.2.04 Vol.20(No.2) 101-122, 2019

The objective of this study is to understand differences in the level of key competency of college students with disabilities in accordance with each variable, and also to understand the educational priority of subfactors of key competency. Through the cooperation of staffs in charge of college students with disabilities in the whole nation, total 2,102 students with disabilities were selected as the subjects. The differences in key competency of college students with disabilities in each variable were understood through t or F-test while the differences between many groups were understood through post-test. The educational priority of key competency was suggested by calculating the mean and standard deviation and then estimating Z-value. In the results of this study, the students with disabilities showed statistically significant differences in mean in accordance with division of college, type of disability, major field, and subfactors of key competency. In the educational priority, the interpersonal competency was the highest, which was followed by vocational ethics and communication competency in order. Based on the results of this study, the necessities of discussions of key competency of college students with disabilities and future researches were suggested.

장애대학생, 직업기초능력 차이, 교육 우선순위, 의사소통능력, 대인관계능력, College students with disabilities, Key competency, Educational priority, Communication competency, Interpersonal competency

조인영 Cho In-yeong , 이연우 Lee Youn-woo

DOI:10.19049/JSPED.2019.20.2.05 Vol.20(No.2) 123-143, 2019

The purpose of this study is to investigate perceptions and needs of child care teachers at specialized child care center for young children with special needs about current nuri curriculum teacher training. For the purpose, targeting child care teachers who have the experiences on nuri curriculum teacher training, their stories about teacher training were interpreted by the concept of habitus suggested by Pierre Bourdieu. The collected data from group focus interviews were analyzed by the process of constant comparative method. The teachers’ habitus is analyzed as follows. First, from the teachers’ stories about the overall process of nuri curriculum teacher training, the two habitus related to ‘the refusal in consciousness’ and ‘realistic acceptance’ was identified. The teachers for children with special needs felt resistance on meaningless teacher training. Second, the identified habitus from the stories about teachers’ satisfaction on teacher training was ‘heterogeneity’ and ‘fearness on inseparable obligation.’ The teachers felt that they are unable to incorporate into regular child care teachers and had complaints about a lack of appropriate educational guidance for them. Third, in the stories about improvement on nuri curriculum teacher training, the habitus of ‘visible alternatives’ was identified. The teachers hoped the implementation in a new form of nuri curriculum teacher training. Based on the findings of the study, the suggestions on development and implementation of teacher training program for child care teachers for young children with special needs were provided.

장애유아 담당교사, 누리과정 교사교육, 아비투스, child care teachers for children with special needs, nuri curriculum, teacher training, habitus

김정훈 Kim Jeong-hoon , 박순희 Bak Sunhi

DOI:10.19049/JSPED.2019.20.2.06 Vol.20(No.2) 145-164, 2019

Adults with visual impairments have different socio-demographic characteristics and influence the psychological changes that they experience throughout their lives due to loss of vision. This study was conducted to investigate the self-compassion, imaginations, decentering and psychological well-being of adults with visual impairments according to socio-demographic characteristics. The survey was conducted on 240 adults with visual impairments in S city. The results of this study are as follows. First, there were significant differences in self-compassion and its sub-factors by age, degree of disability and marital status. Second, there were differences in some imaginations by gender and age. Third, there were significant differences in some decentralization by age and marital status. Fourth, there were significant differences in psychological well-being by age and marital status. Given the above results, socio-demographic characteristics need to be considered in planning and implementing multi-level support for rehabilitation, counseling, welfare and education for persons with visual impairments.

사회인구학적 특성, 시각장애성인, 자기자비, 공상의 자각, 탈중심화, 심리적 안녕, Socio-demographic, Adults with Visual Impairment, Self-compassion, Imaginations, Decentering, Psychological Well-being

김주선 Kim Joo Sun

DOI:10.19049/JSPED.2019.20.2.07 Vol.20(No.2) 165-192, 2019

The purpose of this study is to provide implications of lifelong education program for adult with developmental disabilities in Korea. Therefore, this study is to classify American lifelong education programs according to general research trends, intervention studies characteristics, and domestic lifelong education programs in the United States. In order to select the papers to be analyzed, PICOS criteria were selected and the final 77 papers were selected according to the stepwise procedure. The selected journals were 63 single subject studies and 14 experimental researches, and the field of research was applied to social science(education), medicine and art. Participants in the program were in their twenties mostly, and it was found that intellectual disability and autistic disorder participated in the program. The intervention goal of the journal was used as a personal, social, and functional element. As a result of examining the subordinate variables as the center of the community curriculum, the research centered on the social life and behavior management areas was the most studied, The most common use of basic literacy and vocational ability programs was found. Based on the results of this study, we discussed future plans in comparison with domestic intervention studies of adults with developmental disabilities.

성인 발달장애인, 평생교육, 연구동향, adult with developmental disabilities, lifelong education, literature review

윤형준 Yun Hyung-jun

DOI:10.19049/JSPED.2019.20.2.08 Vol.20(No.2) 193-210, 2019

This study aimed to identify the current status and suggest directions of exercise rehabilitation area based on statements of service providers who had experiences of operation in the exercise rehabilitation programs as part of a rehabilitation service for children with disabilities. For the purpose, this study intensively interviewed each of 20 exercise rehabilitation service providers for the project. As a result of analysing the results of the survey qualitatively through a continuing comparison analysis, this study obtained three themes and seven sub-themes as follows: First, the subjects were aware of the identity of exercise rehabilitation in diverse perspectives. Second, the subjects were making efforts to enhance their capability in exercise rehabilitation service. Third, for practical application of the program, improvement of textbooks and manuals should be politically supported. Based on the results, this study identified the identity of the exercise rehabilitation and suggested supports for enhanement of capability of rehabilitation service providers and development of better rehabilitation program and strategies for rehabilitation service for children with disabilities.

장애아동, 재활서비스 지원사업, 운동재활영역, 질적 연구, Children with Disabilities, Rehabilitation Service for Children, Exercise Rehabilitation, Qualitative Studies

신종우 Shin Jong-woo

DOI:10.19049/JSPED.2019.20.2.09 Vol.20(No.2) 211-241, 2019

The purpose of this study was to examine the effects of on self-esteem and problem-solving capacity of junior college students with disabilities. The subjects of this study were 18 students selected for this study were divided into two groups: 8 for experimental group and 10 for control group. To the students of experimental group, six sessions of the solution-focused brief group therapy were administered, a session for 100 minutes per week, the instruments used in this study were Self-esteem inventory, Problem solving inventory and session evaluation questionnaire. The conclusion of this study were as follows: First, results of this study showed significant increase in the experimental group’s self-esteem was compared with that of the control group. Second, there was a significant increase in the solution-focused brief therapy group’s average scores of problem solution compared with that of the control group’s. Third, according to the therapy session assessment the subjects of the experimental group showed increased positive attitudes on smoothness, depth and positivity execept arousal. Fourth, there was significant increase in the score of experimental group’s in the Session Evaluation Questionnaire compared with of the control group. Finally, there was positive effect on the problems-solving, understanding and acceptance of ones self and others. Research of responses of the experimental group members surveyed at each session showed that the solution-focused brief group therapy program had a positive effect on the sincerity in problem-solving, understanding and acceptance of others.

자존감, 해결중심 단기상담, 문제해결능력, self-esteem, solution-focused brief counseling, capacity of problem solution

김태숙 Kim Tae-sook , 권순우 Kwon Soon-woo

DOI:10.19049/JSPED.2019.20.2.10 Vol.20(No.2) 243-273, 2019

This study is intended to explore what is the intrinsic meaning of the parenting experience and the expectation about the hearing impairment children through in-depth interview with six mothers who have elementary children wearing a cochlear implants on a basis of phenomenological analysis. Furthermore, We tried to find out what kind of implication would be provided by the results of this research in terms of the education and rehabilitation of the hearing impairment children. The following is a summary of the research. First, We categorized the mothers’ recognition about the parenting experience into three phases which are the amount of pain who underwent during the whole process of expecting and giving a birth of a hearing impairment child, blaming themselves for the disabilities of their child, embracing the fact. These processes led to make them have indomitable and challenging spirits and form a cycle as well that eventually produces the positive rearing attitude for their children. Second, We categorized the process of expectation that mothers have about their hearing impairment children into two phases based on positive rearing experience of the participants which are demutization, school education.

청각장애, 인공와우, 양육경험, Cochlear Implant, Hearing Impairment, Rearing Experience

박혜영 Park Hye Young

DOI:10.19049/JSPED.2019.20.2.11 Vol.20(No.2) 275-297, 2019

The purpose of this study was to examine the lives of female musicians with visual impairments (FMVI) via the life history method. For this, the researcher conducted in-depth interviews with seven FMVI (aged from 31 to 45) residing in S and G province. The data analysis considered three facets of life history proposed by Mandelbaum: dimensions, turning points, and adaptations. As a result, among three dimensions of life, most participants suggested that mothers, teachers, and music groups are the most important dimensions of their lives. In regards to turning points, choosing music has enabled them to accept and overcome their impairments. With respect to adaptation, the participants appear to have constantly strived for becoming as FMVI, not as visually impaired female musicians, through vigorous musical activities. This implies that it needs to be considered practical, long-term public support for them to achieve their final goals, that is, 'finding my way through music' in areas of social systems, policies, and education.

여성시각장애인, 음악가, 생애사, 만델바움, 음악 활동, visually impaired woman, musician, life history, Mandelbaum, music activity

우정한 Woo Jeong-han , 김동규 Kim Dong-gue , 김영걸 Kim Yong-gull , 김용욱 Kim Yong-wook

DOI:10.19049/JSPED.2019.20.2.12 Vol.20(No.2) 299-322, 2019

Students with reading difficulties have difficulties in reading compared to their peers in elementary school, which makes it difficult in academic and everyday life. Therefore, it is necessary to provide early reading interventions before these difficulties become more serious. The purpose of this study is to investigate how the web reading comprehension program based on the universal design for learning(UDL) principle affects students' reading comprehension abilities. The subjects of this study were three elementary students with reading difficulties in 3 grade. The experimental design was multiple baseline across subjects and the program was administrated for 21 sessions. This study was analyzed reading comprehension abilities by pre-post test and intervention period test. The result of this study was as follows: First, as the intervention session progressed, students' reading comprehension abilities were improved gradually. Second, post-test results were improved than pre-test, and the web reading comprehension program based on universal learning design was effective in improving students' reading comprehension abilities. Based on these results, suggestions for students' reading comprehension instruction were suggested.

읽기이해, 보편적 학습설계, 웹, 읽기곤란학생, reading comprehension, universal design for learning, web, students with reading difficulties

길한아 Kil Han-ah , 김미령 Jin Mei-ling , 마지성 Ma Ji-sung , 정다이 Jung Da-i , Sakura Yusuke , 손승현 Son Seung-hyun

DOI:10.19049/JSPED.2019.20.2.13 Vol.20(No.2) 323-351, 2019

The purpose of this study was to examine the general characteristics of behavioral interventions for improving behavioral problems of ADHD students and to identify the level of quality of these behaviors, I would like to elaborate concrete improvement measures that need to be taken to draw implications and to make a single subject study with a qualitative level. The first analysis showed that there were a total of 18 papers with "Carelessness (distraction)" as a dependent variable, followed by 11 studies with "Hyperactivity" , 9 studies with "Impulsiveness", 8 studies with "Aggressive Behavior", 4 studies with "Out of seat", 3 studies with "Interrupting", 2 studies with "Noise" and 1 study with "Fuss". Second, we analyze the eight areas of CEC qualitative indicators : context and environment, participant, mediator, explanation of intervention, fidelity of implementation, internal validity, dependent variable and data analysis. As a result, the dependent variable area and data analysis area had the highest rate of 96%, and the fidelity of implementation area showed the lowest satisfaction rate, which was 13.3%. Based on the results of the analysis, the limitations of this study and the future tasks of the study on intervention problem behavior for ADHD students were discussed.

ADHD, 문제행동 유형, 메타분석, CEC 질적 기준, Types of Problem Behavior, Meta Analysis, CEC Qualitative Indicators

박남수 Park Nam-su

DOI:10.19049/JSPED.2019.20.2.14 Vol.20(No.2) 353-375, 2019

The purpose of this study is to explore the direction of support on the curriculum-level for curricular inclusion of students with disabilities. To this purpose, I analyzed the guidelines presented on the national curriculum in Korea and Japan. As a result of this analysis, in the curriculum of Korea, guidelines for curricular inclusion of the students with disabilities is briefly presented in the general part only, so there is a limit to practical assistance for the curricular inclusion of the students with disabilities in each subject class. On the other hand, in the curriculum of Japan, guidelines on the curricular inclusion of the students with disabilities were presented in detail in the general part, as well as in the subjects and extra subject, and they provided practical support in each class. However, these guidelines focus on the learning difficulties that students with disabilities will face in situation of each class, and thus they have limitations in presenting practical directions related to the curricular inclusion according to the characteristics of each disability area. Based on these results, I discussed the necessity of guideline considering the characteristics of each subject and disability area in the curriculum for the curricular inclusion of the students with disabilities integrated into the general class.

통합교육, 교수적 통합, 교육과정 지침, 한국과 일본의 교육과정, inclusive education, curricular inclusion, curriculum guideline, curriculum of Korea and Japan

이학준 Lee Hak-jun , 김용성 Kim Yong-seong , 권순우 Kwon Soon-woo , 이선영 Lee Seon-young

DOI:10.19049/JSPED.2019.20.2.15 Vol.20(No.2) 377-389, 2019

[Purpose] The purpose of this study is to explore the communication of the mind on individual ethics level and learn how to implement a universal design for learning on a social ethics level. [Method] For this purpose, I use to individual ethics approach and social ethics approach method on inclusion education. [Results] The results are as follows. First, the concept of inclusion education was summarized, and the concept of inclusion education was not completely integrated but why it was fully integrated. Second, the method of communication of mind and implementation of universal design for learning was explored for the sake of a complete and integrated education. It is the choice of terms reflecting reality that calls for inclusion education, not a complete one. The term inclusion education was used in that full inclusion education is only ideal but low probability of being true. A full and integrated education is for everyone, a successful and truly inclusion education. [Conclusion] A fully inclusion education is a prerequisite for individual support (such as time, physical integration, teaching, and social integration) of disabled and non-disabled students, low-performing and multi-cultural students.

통합교육, 보편적 학습설계, 마음의 소통, 온전한 통합교육, 실행방안, UDL, Inclusion education, implementation, inner communication

김용성 Kim Yong-seong , 이학준 Lee Hag-jun , 오재분 Oh Jae-bun , 윤정하 Yoon Jeong-ha

DOI:10.19049/JSPED.2019.20.2.16 Vol.20(No.2) 391-425, 2019

[Purpose] The purpose of this study is to propose instructional strategy on the principles of representation in universal design for learning(UDL) by analyzing cognitive psychology and cognitive neuroscience research results about principle of representation based on cognitive network. [Method] To do this, we analyzed cognitive psychological and research cognitive neuroscience(e.g., brain research) about cognitive network and principles of representation in UDL. After that, the research results of this area were converged and the directional implications about instructional strategy for principle of representation in UDL were divided as follows. [Results] First, by analyzing the results of the brain activity that occurred during the thinking process, the contents of the learning data and the presentation method were extracted and the hierarchical level of the extraction contents was grasped. Second, by integrating cognitive psychology and cognitive neuroscience research results, it proposed instructional strategy for guideline that provide option for perception, provide options for language, mathematical, expressions, and symbols, and provide options for comprehension. [Conclusion] This study raises the need for brain science research to provide concrete data for verification of universal learning design theory and development of universal learning design-based teaching strategy. It also raises the need to continue research that is applied to universal learning design-based classes by converging with brain science research results and cognitive psychology research results.

보편적 학습설계, 표상의 원리, 뇌 기반 학습, universal design for learning, principle of representation, brain based learning