배세진 Bae Sejin , 송승민 Song Seungmin , 박희찬 Park Heechan

DOI:10.19049/JSPED.2019.20.3.01 Vol.20(No.3) 1-17, 2019

[Purpose] The purpose of this study was to determine the response tendency by conducting a preliminary test to develop the vocational interest test for students with intellectual and developmental disabilities. The individual item distribution biases, the normal distribution by occupation, and statistical differences in occupation scores by region, gender, and school courses variables were analyzed. [Method] The subjects of the study were 336 persons with intellectual and developmental disabilities. The research tool consisted of 118 items including 5 items for picture understanding, 3 items for exercise, and 5 items for consistency check. Each item of the test consisted of two pictures and a descriptor on one sheet. [Results] The major results of the study were as follows. First, the 14 items with biases, including relatively more in beverage occupation, were found. Second, the distribution of items by occupation was a normal curve. Third, there were statistical differences by occupations according to gender. These results were reflected in development of standardized test items. [Conclusion] This study is meaningful in that it provides preliminary statistical processing and analysis by items and occupations to develop vocational interest test for people with intellectual and developmental disabilities.

발달장애인, 직업흥미검사, 예비조사, 문항 분포, intellectual and developmental disabilities, vocational interest test, preliminary test, item distribution

김두영 Kim Dooyoung

DOI:10.19049/JSPED.2019.20.3.02 Vol.20(No.3) 19-37, 2019

[Purpose] The present study aims to explore the effects of appearance perception and satisfaction of visually impaired adult women on happiness. [Method] This study analyzed survey data obtained from 394 participants who are over 25-year-old and major results are presented as follows. [Results] First, this study found that the perception on the appearance significance as a subfactor of appearance perception was 3.210 in average and the average of appearance interests was 3.211, all of which showed higher levels. Significant difference was noted in appearance significance depending on lifecycle, final academic background, residential region and marriage status. In addition, Significant difference was observed depending on economic activity, marriage status and subjective health status. Second, facial satisfaction as a subfactor of appearance satisfaction was identified as 3.127 in average and the mean satisfaction on body was 2.630. This indicated that body satisfaction felt by visually impaired adult women was considerably lower than facial satisfaction. Significant differences in facial appearance were observed depending on lifecycle, final academic background, residential region, marriage status and subjective health status. Considerable differences in body satisfaction were seen depending on final academic background and subjective health status. Moreover, women with less appearance significance and appearance interests were significantly higher than those with normal or higher appearance significance and appearance interests. Third, the effects of their appearance perception and appearance satisfaction on happiness indicated that the importance of appearance as a subfactor of appearance perception gave negative impacts on happiness. In contrast, the level of interest in appearance as a subfactor of appearance perception and facial satisfaction as a subfactor of appearance satisfaction gave positive impacts on happiness. [Conclusion] Based on the above results, this study discussed a couple of effective methods for improving happiness of visually impaired women.

시각장애여성, 외모 인식, 외모 만족도, 행복감, visually impaired woman, appearance perception, appearance satisfaction, happiness

드루바프라사드니우르 Dhruba Prasad Niure , 정대영 Jung Dae Young , 샤란하리스렛트 Sharan Hari Shrestha , 남라즈뇨빠네 Nam Raj Neupane

DOI:10.19049/JSPED.2019.20.3.03 Vol.20(No.3) 39-56, 2019

[Purpose] This study aimed at exploring the ways that teachers have been using to differentiate the general education curriculum in integrated schools of Nepal to meet the special learning needs of students with hearing impairments. [Method] Qualitative research paradigm followed by descriptive research design was applied to collect and analyze data. Six teachers and three sign language interpreters were chosen as study sample by using purposive sampling method to collect information regarding the realities and challenges of differentiating curriculum in an integrated educational setting. In-depth interviews, classroom observations, and document analysis were used to collate information on a required basis. [Results] Study results revealed that several techniques and strategies like recruiting sign language interpreters, grouping based on ability, placing students in the front row of classroom, residential educational services, etc. were applied to differentiate the general education curricula. Regardless of these efforts, there are a number of challenges that have been facing by teachers while differentiating curriculum such as, over responsibilities of the teachers, lack of instructional materials, inadequate sign language interpreters, limited sign language vocabularies, and inflexible curriculum etc. [Conclusion] Even though teachers have been making various attempts to differentiate the curricula, students with hearing impairments do not have full access to curricular contents.

Curriculum differentiation, access to curriculum, sign language, integrated educational setting, limited resources, 교육과정 차별화, 교육과정의 접근, 수어, 통합 교육 환경, 한정된 자원

이수연 Lee Su-youn , 최성규 Choi Sung-kyu

DOI:10.19049/JSPED.2019.20.3.04 Vol.20(No.3) 57-76, 2019

[Purpose] The purpose of this study was to analyze the relationship between inclusive teachers’ perceptions on incllusive education, self-efficacy on their performance, and job stress. [Method] The questionnaire consisted of total of 80 items; 20 items on the perception of inclusive education, 20 items on self-efficacy, 20 items on competencies to perform inclusive education, and 20 items on teacher job stress. Of the total 300 copies (85%) collected from the total 350 copies, 294 copies (84%) were processed. The exploratory factor analysis and structural equation modeling were utilized. [Results] The results of this study were the inclusive education perceptions and self-efficacy of inclusive class teachers had statistical explanatory power of necessary conditions. Teachers' self-efficacy in the inclusive class did have statistical significance in the explanatory power of teaching stress. Teachers' perceptions of inclusive education had a statistically significant explanatory power on the ability to perform inclusive education, but they did not have statistical explanations about teaching stress. [Conclusion] In conclusion, this study suggests that a positive perception of inclusive education and a high level of self-efficacy are needed to improve the ability of inclusive class teachers to perform inclusive education.

통합교육인식, 자기효능감, 통합교육 수행능력, 교직스트레스, 구조관계, inclusive education, inclusive teachers` perceptions, self-efficacy, performance, job stress

강경호 Kang Kyungho , 이신영 Lee Shinyoung

DOI:10.19049/JSPED.2019.20.3.05 Vol.20(No.3) 77-91, 2019

[Purpose] The purpose of this study that is analyze to current curriculum for students with visual impairments and multiple disabilities and expand the knowledge concerning curriculum implementation of schools for the blind in South Korea. [Method] The descriptive data was collected from the annual plan, public information, and web site of thirteen schools for the Blind. Also, curriculum implementation for students with multiple disabilities and visual impairment by analyzing annual plan of schools for the blind. [Result & Conclusion] First, the number of students with multiple disabilities and visual impairment are currently 288 of 1,220, total number of students with visual impairment, There were the largest number of students with multiple disabilities and visual impairment places in elementary courses, and followed by vocational course, high schools, middle schools, and preschools. Second, the number of curriculum for elementary students with multiple disabilities and visual impairment in schools for the blind are were the largest, and followed by middle school, high school, vocational course, and preschool. 6 schools for the blind are implementing school-based curriculum for students with multiple disabilities and visual impairment, and they divided the curriculum into 5 categories. Based on the results of the study, implication for study are suggested.

시각장애학교, 시각중복장애학생, 중복장애 교육과정, 교육과정 운영 실태, School for the Blind and Visually Impaired, Students with Multiple Disabilities and Visual Impairment, Curriculum for the Students with Multiple Disabilities with Visual Impairment, curriculum implementation

최진혁 Choi Jin-hyeok , 김은라 Kim Eun-ra , 박재국 Park Jae-kook , 박성호 Park Sung-ho , 서보순 Seo Bo-soon , 김민영 Kim Min-young

DOI:10.19049/JSPED.2019.20.3.06 Vol.20(No.3) 93-111, 2019

[Purpose] The purpose of this study was to look into effect of task performance of students with developmental disabilities on social participation. As well, the mediating effect of communication was explored. [Method] 310 special education teachers who were homeroom teacher of students with developmental disabilities completed the questionnaires on task performance, social participation, and communication based on ICF Core Set. [Results] First, the level of task performance, social participation, and communication was positive. Second, there were statistically significant effects of task performance of students with developmental disabilities on social participation and communication. As well, communication affected on social participation positively. At the same time, the mediating effect of communication was identified. [Conclusion] Based on the results, the strategies to improve the level of social participation of students with developmental disabilities were suggested.

발달장애학생, 과제수행능력, 사회참여, 의사소통, 매개효과, students with developmental disabilities, task performance, social participation, communication, mediating effect

김하늘 Kim Haneul , 신현기 Shin Hyunki

DOI:10.19049/JSPED.2019.20.3.07 Vol.20(No.3) 113-132, 2019

[Purpose] The purpose of this study is to find out the effects of disability awareness education using Flipped Learning upon the acceptance of those students with disabilities by middle school class students without disability. Since disability awareness education we used to provide was somewhat teacher-driven. It had no effect on the durability and the spontaneity of students without disabilities. So using Flipped Learning method on disability awareness education to middle school students without disability might learn positive disability awareness and attitudes towards students with disabilities. [Method] For these purpose, 59 students without disability in 2 classes of I middle school students were selected. Flipped Learning was only used to Experimental group and the results were measured by questionnaires. [Results] SPSS ver. 12 was used and the results were as follows. The positive disability awareness of students in experimental group increased twice than that of before. Also, the positive disability acceptance attitude of students in experimental group increased. [Conclusion] In conclusion, using Flipped Learning on disability awareness education is effective therefore future research will be expected and the contents of flipped Learning should be more fully developed.

장애이해교육, 거꾸로학습, 장애인식개선, 장애수용태도, Disability Awareness Education, Flipped Classroom Learning, Disability Awareness, Acceptance of Disability

정은지 Jeong Eun Ji , 최상배 Choi Sangbae

DOI:10.19049/JSPED.2019.20.3.08 Vol.20(No.3) 133-155, 2019

[Purpose] This study intends to identify the staffs’ difficulties and requirements on operating the Characterized Special Education Support Center for the Hearing Impaired. [Method] For this purpose, interviews were conducted with a predecessor and 7 staffs who are working at the 6 ones among 16 the Characterized Special Education Support Center for the Hearing Impaired nationwide. [Results] The difficulties of staff at the Characterized Special Education Support Center for the Hearing Impaired were firstly ‘difficulties in working environment’, which were lack of expertise in the education of hearing-impaired students, various and heavy workloads, and communication difficulties. Second, ‘difficulties in assistive technology devices and related service supports’resulted in difficulties due to lack of budget, limited support environment, and lack of user's understandings. Third, ‘difficulties in adaptation to school and operation of learning support program’were due to lack of administrator’s understanding and difficulty. Next, requirement of staff at the Characterized Special Education Support Center for the Hearing Impaired were firstly ‘experts placement and professional improvement’, which required the placement of teachers with education experience of hearing impairments, sign language interpreters and educational audiologists, connection with the external professional institutions, and the extension of training of staff and special teachers. Second, ‘administrative and financial supports’ required the system improvement for the placement of task operation team and itinerant teachers. Third, ‘improvement of awareness and communication’was an open attitude of teachers towards assistive technology devices, educations on hearing impairments, the student's identity development, and improving the parent's awareness, exchange of opinions and preparation of a place for communication, and improvement of PR and delivery system. [Conclusion] The results of this study present that the Characterized Special Education Support Center for the Hearing Impaired have various operation difficulties and requirment for improvement, and this results could be used as basic data for the operation of Characterized Special Education Support Center for the Hearing Impaired in Korea.

청각장애 거점 특수교육지원센터, 청각장애 통합교육, 특수교육지원센터, Characterized Special Education Support Center for the Hearing Impaired, Inclusion for Deaf students, Special Education Support Center

신환희 Shin Hwan-hee , 윤병천 Yoon Byeong-chen

DOI:10.19049/JSPED.2019.20.3.09 Vol.20(No.3) 157-181, 2019

[Purpose] This study examined adults who grew up using spoken language in conjunction with a cochlear implant and received their surgeries. The study investigated their lives before and after exposure to Deaf culture. [Method] 4 adults in their early 20s who grew up using spoken language in conjunction with a cochlear implant were interviewed through in-depth. [Results] The following patterns were noted: First, prior to interaction with the Deaf community, A cochlear implant had more disadvantages than advantages. Participants felt restricted by their devices and uncomfortable with stereotypes that cochlear implants resulted in perfect hearing. Speech therapy that emphasized pronunciation and listening resulted in insufficient vocabulary and grammar skills. Participants struggled with the expectation of spoken language mastery, and lack of access to auditory information. This resulted in them being passive, an inability to access information at school, which led to a lack of academic motivation. Second, positive changes were noted after experiencing Deaf culture. Participants interacted with other deaf people and learned sign language quickly. Because the sign language information was visual, they were able to have full access and communicate in ways they couldn’t with hearing people. Empowered by seeing the lives of other deaf people, they gained confidence. Two out of the four participants received education regarding deaf rights and now advocate for the right to communication for deaf people. [Conclusion] The results showed that participants felt limited when using only spoken language and that positive changes could be made through interaction with the deaf community.

인공와우, 농문화, 수어, Cochlear implant, Deaf culture, Sign language

박현옥 Park Hyeonok , 김정현 Kim Jenghyun

DOI:10.19049/JSPED.2019.20.3.10 Vol.20(No.3) 183-198, 2019

[Purpose] The purpose of this study was identify the relationship between university students' gender-role stereotype, sexual awareness of people with developmental disabilities(DD), and sexual violence permissiveness on people with DD. [Method] The study involved 307 university students from universities in A and B cities. Three kinds of questionnaires were used. A frequency analysis, t test, one-way ANOVA, correlation, and stepwise multiple regression analysis were used. [Results] The results of this study were as follows: First, gender-role stereotype and sexual awareness of people with DD are related. Second, gender-role stereotype and sexual violence permissiveness on people with DD are related. Third, gender-role stereotype can predict 63.6% of sexual awareness of people with DD, and can predict 69.4% of sexual violence permissiveness on people with DD. [Conclusion] First, the larger the gender-role stereotype, the lower the level of sexual awareness about people with DD. Second, the larger the gender-role stereotype, the easier it is to allow sexual violence targeting people with DD. Third, gender-role stereotypes can predict sexual awareness of people with DD. and sexual violence permissiveness on people with DD.

성역할 고정관념, 성폭력 허용도, 발달장애인, gender-role stereotypes, sexual violence permissiveness, developmental disabilities

류재연 Ryu Jaeyeon , 이준석 Yi Joonsuk

DOI:10.19049/JSPED.2019.20.3.11 Vol.20(No.3) 199-215, 2019

[Purpose] This study suggests psychometric adequacy of NISE-K·ABS for Primary and Secondary School Students. The study analyzed item difficulty, item discrimination, construct related validity, concurrent related validity about NISE-K·ABS. [Method] The target population for the study were 5,633 children with the age distribution of 7 to 18. Through extensive literature and existing adaptive tests with feedback from teachers and experts, 3 scales were developed: (a) conceptual skills 46 items, (b) social skills 46 items, (c) practical skills 77 items. [Results] Explorations of item discrimination yielded evidence of content validity. The results of split-half reliability and internal consistency reliability demonstrates strong stability. Exploratory factor analysis of subscale variables produced two factors solution. Structural Equation Modeling was used for confirmatory factor analysis. Three factors model was more fitted than the latter. [Conclusion] Therefore, reliability and validity of this scale are considered as satisfactory. Instructional suggestions are provided for test users.

초등학생, 중고등학생, 적응행동검사, 심리측정 적합성, Primary School Students, Secondary School Students, NISE-K·ABS, psychometric adequacy

오세웅 Oh Sewoong , 서석진 Seo Seokjin

DOI:10.19049/JSPED.2019.20.3.12 Vol.20(No.3) 217-238, 2019

[Purpose] This study was conducted for the purpose of basic research for the development of programs for improvement of disability consciousness for University students. This study is a qualitative study, and we analyzed the details related to the disability perception shown in the experience of inclusive education among six students attending D University in North Gyeongsang Province. [Method] During the month of March 2018, the research participants were selected, interviewed, and worked in the company, and the company conducted an analysis of the data from April 1 to April 20, 2018. The study participants categorized three types of disability awareness through their experience with inclusive education. [Results] The study participants categorized the changes in perception of disability into four categories by analyzing them before, during, and after the experience of helping disabled students. [Conclusion] The students who participated in this study showed the most improved recognition through the experience of integrated education, and the perception of teachers in the integrated class, the values of parents with disabilities, and the peer reaction were greatly influenced by the change of perception, and the improvement of perception through media was somewhat low. Based on the above conclusions, suggestions were made on the reverberation of follow-up studies and the development of programs to improve the sense of disability. With its implications, the Commission proposed developing disabled liberal arts courses for college students, improving special education curriculum for prospective teachers, and conducting disability-conscious surveys for university faculty members.

대학생, 도우미 경험, 장애인식, 질적연구, University students, Peer assistance experience, Disability perception, Qualitative study

최현석 Choi Hyunsuk , 김영한 Kim Younghan

DOI:10.19049/JSPED.2019.20.3.13 Vol.20(No.3) 239-259, 2019

[Purpose] The purpose of this study was to investigate the structural relationships between physical education environment to intrinsic motivation, instruction satisfaction, and teaching commitment of physical disability school teachers. [Method] The questionnaires were conducted only on the special education teachers who have direct experience of physical education classes or who are currently teaching among the special education teachers who are working in 19 schools of the national physical disability schools. The research instruments for the physical education environment (24 items), teaching commitment (12 items), intrinsic motivation (15 items), and instructional satisfaction (15 items) achieved validity and reliability through various stages. The confirmatory factor analysis was applied to 356 teachers (82.79%) of the collected questionnaires. [Results] The results of the study were that the perception of the physical education environment of the physical disabilities school teachers did not show significant explanatory power about the teaching satisfaction. However, when the physical education environment mediated intrinsic motivation and teaching commitment, teaching statistical significance was shown in the explanatory power of the path to the physical education environment. [Conclusion] This study suggests that the positive perception of the physical education environment of the physical disability school is a key factor for ensuring the efficiency of the teaching activity support of the physical disability school teachers.

지체장애, 체육교육환경, 내재적 동기, 교직 헌신, 수업 만족, physical disability, physical education environment, intrinsic motivation, teaching commitment, instruction satisfaction

김병하

DOI:10.19049/JSPED.2019.20.3.14 Vol.20(No.3) 261-288, 2019