박미진 Park Mi-jin , 김기룡 Kim Ki-ryong

DOI:10.19049/JSPED.2019.20.4.01 Vol.20(No.4) 1-26, 2019

[Purpose] The purpose of this study is to acquire basic data for the provision of job training by surveying the requirements of the job training for the workers at the lifelong educational facilities for people with developmental disabilities in Seoul. [Method] The study collected the requirements of the job training through the responses to the questions in the six categories given by 104 persons who worked at eleven lifelong educational facilities for people with developmental disabilities in Seoul. They are as follows: (1) understanding of lifelong education, (2) understanding of special education, (3) support plans for problematic behaviors, (4) understanding of persons with developmental disabilities and the services for them, (5) understanding of the lifelong educational facilities for people with developmental disabilities, and (6) laws related to people with disabilities. [Result] This research showed that the workers of the lifelong educational facilities for people with developmental disabilities generally strongly agreed to the need for job training, and strongly agreed especially to the education for understanding support plans for problematic behaviors, understanding of people with developmental disabilities and the services for them, and understanding of the lifelong educational facilities for people with developmental disabilities. The specifics of their job training showed significant differences in the background variables related to the workers of the facilities such as age, their experience in working for social welfare and education, and their experience in education for the disabled. [Conclusion] This study discusses the requirements for the job training for the workers of the lifelong educational facilities for people with developmental disabilities, and will contribute to the professionalism and qualitative improvement of the lifelong education for people with developmental disabilities.

발달장애인평생교육시설, 발달장애인평생교육시설 종사자, 장애인 평생교육, 직무연수, lifelong educational facilities for people with developmental disabilities, workers of lifelong educational facilities for people with developmental disabilities, lifelong education for people with disabilities, job training

이학준 Lee Hak-jun , 김용욱 Kim Yong-wook

DOI:10.19049/JSPED.2019.20.4.02 Vol.20(No.4) 27-36, 2019

[Purpose] The purpose of this study is to understand the implications of universal design for learning philosophy for inclusive physical education. [Method] The method of research was studied in literature In this regard, the question of research is: First, why do UDL be necessary in inclusive physical education classes? Second, what does UDL philosophy mean for inclusive physical education? [Results] The results are as follows. First, this is why UDL is necessary in inclusive physical education. UDL consists of three principles, nine guidelines, and a checklist. The principles of UDL include philosophy. Students should be given different ways of representing themselves to help them understand, and then various behaviors and expressions should be provided so that students can speak their thinking. And it is necessary to provide various ways of participation. Second, the implications of UDL for inclusive physical education are the clauses of fault-tolerant learning design, learning design for all students, and inclusive learning design. [Conclusion] Physical education for all students oriented by inclusive physical education should be designed based on the UDL philosophy with goals, content, methods, evaluations and materials that can identify possibilities in the universal design for learning-based inclusive physical education.

통합체육, 보편적 학습설계, 참가, 표상, 행동과 표현, Inclusive physical education, Universal design for Learning, Participation, Representation, Behavior and Representation

오세웅 Oh Sewoong , 강동연 Kang Dongyeon

DOI:10.19049/JSPED.2019.20.4.03 Vol.20(No.4) 37-62, 2019

[Purpose] This study aims to find a plan to apply the competency-based basic curriculum in order to secure the efficiency of the application of the 2015 special education curriculum. Therefore, in terms of restructuring the curriculum in the field of special education, critically reinterpreting the concept of 'competence' presented in general and individual theories, this section deals only with 'competence' in general. [Method] Critically reinterpreted and analyzed in terms of curriculum reorganization in the field of special education, focusing on the curriculum research on competency-related curriculum, the 2015 Special Education Curriculum Standards, and the basic curriculum. [Results] Although 'competence' in the special education curriculum is borrowed from the elementary and secondary curriculum, the coherence of the introduction of 'capability' can be found due to the universality of education and the reorganization of competency-oriented industrial structure. Second, the core competencies presented in the Pursuing Human Figure in the direction of the curriculum are desirable for the pursuit of the Human Figure, but they are causing confusion in the connection between the Four Human Figures and the Six Core Competencies. Third, there is a contextual confusion between the human image, core competencies, and school level educational goals that are also pursued in the school level educational goals. [Conclusion] The general theory of curriculum has a great influence on the direction of human beings and the direction and direction of education. It should be re-conceptualized in terms of restructuring the curriculum in the special education field for the reflected 'competence'. In particular, the 'core competencies' presented in the general theory are the 'course competencies', 'core concepts' and functions of each subject of each theory, 'core concepts', 'accomplishment criteria', 'teaching, learning and evaluation' Since the concept has a profound effect and will function positively in restructuring the competency-based curriculum, we first suggest a re-conceptualization of 'competence' in general.

핵심역량, 역량, 핵심개념, 기본 교육과정, 교육과정 총론, 역량기반 교육과정, Core Competencies, Competencies, Core Concepts, Basic Curriculum, Competency-based Curriculum

채희태 Chae Hee-tae , 옥정달 Ok Jung-dal

DOI:10.19049/JSPED.2019.20.4.04 Vol.20(No.4) 63-79, 2019

[Purpose] The purpose of this study is to analyze the awareness and attitude of pre-service special teachers on school violence. [Method] To achieve this, a survey was conducted against 195 students were used to calculate average and standard deviation and compare the significance of the response difference per group. [Results] The study results can be summarized as follows. First, the school violence as a social phenomenon was recognized as severe or very severe, and while there were no significant differences per class year, as for gender, female students found it more severe. Second, with respect to awareness per school violence types were all recognized as severe or very severe, and while the there were no significant differences per class year, as for gender, some questions showed significant differences per gender. Third, with respect to the concept awareness ,the respondents recognized all of them as school violence, and while there were no significant differences per gender or class year, some questions showed significant differences per gender. Fourth, with respect to the cause of school violence, there were no significant differences per gender or class year, but there were significant differences per question. [Conclusion] With respect to the attitude (values) towards school violence, all respondents were found to have clear values towards violence, and while there were no significant differences per class year, as for gender, female students showed a clearer (more positive) attitude.

학교폭력, 예비특수교육교사, 대학생인식조사, school violence, pre-service special teacher, university student awareness survey

장현숙 Jang Hyunsook , 최재희 Choi Jaehee , 이기성 Lee Kisung , 이윤선 Lee Yoonsun , 김미경 Kim Mikyung , 조용남 Cho Yongnam

DOI:10.19049/JSPED.2019.20.4.05 Vol.20(No.4) 81-100, 2019

[Purpose] The purpose of this study was to identified teachers’ usage and demands of the common curriculum textbooks in schools for hearing impaired and to suggest ways to improve them. [Method] A survey was conducted on 96 teachers who were teaching Korean language, mathematics, science, and social studies at elementary and secondary schools for hearing impaired students. The survey was composed of seven questions related to the usage of the common curriculum textbooks, teaching-learning materials, and teachers’demands for improvement of the textbooks. [Results] The results of this study showed that the percentages of use (more than 61%) of textbooks on Korean language, mathematics, science, and social studies were 51.3%, 82.9%, 90.9%, and 81.3% for elementary schools and 76.0%, 66.7%, 64.3%, and 73.6% for secondary schools, respectively. The low percentages of textbooks (less than 60%) were revealed due to students' lack of vocabulary and comprehension and the difficulty of textbooks, and it was found that almost all textbooks were highly reconstructed or alternative teaching-learning materials were used. There was a high demand for the development of textbooks or alternative teaching-learning materials for hearing-impaired students on all subjects. [Conclusion] Based on the study’s findings, the policy directions for developing textbooks for schools with hearing impairment should be explored.

청각장애, 특수학교, 공통교육과정, 교과서, Hearing impairment, special school with hearing impairment, common curriculum, textbook

민천식 Min Chun-sik

DOI:10.19049/JSPED.2019.20.4.06 Vol.20(No.4) 101-116, 2019

[Purpose] The purpose of this study is to explore the instruction strategy that can be applied in the inclusive classroom by using UDL for differentiated instruction for all through related literature. and [Method] it is a literature study analyzing 38 related literatures. [Results] The results of this study are as follows: First, the principles of UDL is to the educational expansion the seven principles proposed in universal design: impartial use, flexibility in use, simple and intuitive use, perceivable information, tolerance for errors, minimization of physical effort. of the appropriate size and space for access and use. Second, when designing a curriculum that meets the needs of all learners, When designing a curriculum that meets the needs of all learners, in the process of content, process, and outcome of the curriculum approach perspective, the three key elements of UDL must be meets the various means of representation, the various means of participation, and various means of expression. various means of expression. Third, the teacher's belief is that the learner's ultimate goal to reach through the instruction of UDL is nomadic and motivated learners, rich and knowledgeable learners, strategic and goal-oriented learners. The four co-teaching approaches method that have demonstrated the effectiveness of co-teaching for differentiated instruction: supportive teaching, parallel teaching, complementary teaching, and team teaching enable the mastery of curriculum expertise and teacher-to-teacher collaboration. [Conclusion] Principle of UDL suggests the applicability of a new way of thinking to rethink current education in the framework of education for all. The principle of UDL is to move our thinking one step further, not in 'where to teach' students with special educational needs due to disabilities, but in 'thow to each' all students with each different educational needs.

차이화된 수업, 보편적 학습설계, 보편적 학습설계의 핵심 요소, Differentiated Instruction, Universal Design for Learning(UDL), Key Variable of UDL

김대용 Kim Daeyong , 박재국 Park Jaekook , 양한재 Yang Hanjae , 최진혁 Choi Jinhyeok

DOI:10.19049/JSPED.2019.20.4.07 Vol.20(No.4) 117-132, 2019

[Purpose] The purpose of this study is to analyze and categorize local residents 'perceptions on the establishment of special schools, and to identify the local residents' requirements for the establishment of special schools and the influence factors that influence the approval of the establishment of special schools. [Method] The total number of participants in the study was 168 residents in Seoul. The analyzes were frequency analysis, factor analysis, reliability analysis, cross analysis, one-way variance analysis, cluster analysis, and binary logistic regression analysis. [Results] Through the analysis of factors, the recognition of special schools was classified into “Positive impact of special schools”, “Situation of Special Schools”, “Rights of Students with Disabilities”, and “Coexistence measures with local”. According to the classified factors, 'the pursuit of practical benefit type' was 68, 'the local conditions type' was 50, and 'the educational right type' was 50. The establishment of a special school near the place of residence showed positive influences such as 'positive influence', 'special education', 'rights', 'self disability' and 'family disability'. [Conclusion] In order to facilitate the establishment of special schools near the place of residence, local residents need to be positively aware of the impact of students with disabilities and special schools, and various policies and projects are required.

특수학교 설립, 지역 주민, 특수학교 설립 찬성 및 반대, 특수학교 설립에 대한 인식, establishment of a special school, local residents, pros and cons of establishing special schools, awareness of establishing special schools

Mahfuz Md Shohag , 김용욱 Kim Yong-wook , 차정호 Cha Jeong Ho

DOI:10.19049/JSPED.2019.20.4.08 Vol.20(No.4) 133-149, 2019

[Purpose] In this research, the authors surveyed Bangladeshi university science lecturers’ beliefs and self-reported actions on diversified students’ disability-related topics and on inclusive teaching practices and their implementation. [Method] For this purpose, we use the Inclusive Teaching Strategies Inventory (ITSI), which is comprised of the following six subscales: a) Accommodation, b) Accessible Course Materials, c) Course Modification, d) Inclusive Lecture Strategies, e) Inclusive Class, and f) Inclusive Assessment. The ITSI contains two feedback categories that evaluate both lectures’ beliefs and self-reported actions on UDL in the six areas. We conducted SPSS-24 for a series of analyses to determine the Bangladeshi science lecturers’ beliefs and self-reported actions on UDL by lecturers’ gender and teaching experience, as well as the differences with equivalent data from the U.S., Spain and Canada. [Results] The results revealed that Bangladeshi science lecturers’ belief levels were higher than their self-reported actions. There were some significant differences among lecturers’ gender and teaching experience in both belief and action of UDL. Bangladeshi lecturers’ self-reported actions were significantly lower than that of the three other countries, although their beliefs were higher. [Conclusion] Professional development for Bangladeshi lecturers are needed in future to help them utilize UDL guidelines in their classes.

Universal Design for Learning, Bangladesh, Inclusive education, Higher education, Science Education, 보편적 학습설계, 방글라데시, 통합교육, 고등 교육, 과학 교육

이연희 Lee Yeon-hee , 황순영 Hwang Soon-young

DOI:10.19049/JSPED.2019.20.4.09 Vol.20(No.4) 151-178, 2019

[Purpose] The purpose of this study is to provide basic data necessary to support children at risk of emotional and behavioral disorders through an analysis of emotional contagion and the level of empathy based on the microsystem variables of children at risk of emotional and behavioral disorders. [Method] Accordingly, 28 elementary schools and five welfare centers in Busan, South Gyeongsang and North Gyeongsang Province and Gyeonggi Province surveyed 306 children at risk of emotional and behavioral disorders and distributed the documents related to the children's microsystem variables, emotional infection and the level of empathy. The data on the collected microsystems, emotional contagion, and the level of empathy were performed technical statistics analysis, independent sample t-test, and one-way ANNOVA analyses. [Results] The results of the study showed that emotional contagion and the level of empathy of children at risk of emotional and behavioral disorders are usually higher than normal. In addition, In the individual characteristics variables, there were group differences in academic performance, gender, and home environment variables in fathers' jobs, mothers' jobs, family atmosphere, family types, and school environment variables in terms of teacher age, close friend sex, and number. [Conclusion] Therefore, existing support measures that were primarily concerned with emotional support for children at risk of emotional and behavioral disorders should be expanded to microsystems around children at risk of emotional and behavioral disorders, and should explore specific and broad emotional support considering the environmental characteristics of individual children.

정서·행동장애 위험군 아동, 미시체계, 정서전염, 공감, Children at risk of emotional and behavioral disorder, Emotional contagion, Microsystem, Empathy

이선민 Lee Sun-min , 김진희 Kim Jin-hee , 박재국 Park Jae-kook

DOI:10.19049/JSPED.2019.20.4.10 Vol.20(No.4) 179-203, 2019

[Purpose] This study examined the general perceptions of teaching knowledge, practice, and attitude toward teaching to compare the teaching professionalism of special and general education teachers of elementary school. [Method] For this purpose, a survey was conducted on 113 special education teachers and 110 general education teachers in elementary school. The collected data were analyzed according to the research questions. [Results] First, the level of perception on teaching knowledge was positive, and the difference between the two groups was statistically significant. As well, there were significant differences elementary special education teachers’ careers and scholarship, and general teachers’s gender, age, career, and scholarship. Second, the level of perception on teaching practice was positive, and the difference between the two groups was statistically significant. As well, there were significant differences elementary special education teachers’ careers and scholarship, and general teachers’s gender. Third, the level of perception on teaching attitude was positive, and the difference between the two groups was statistically significant. As well, there were significant differences elementary special education teachers’ age, careers and scholarship, and general teachers’s gender and scholarship. [Conclusion] Based on the results of this study, the class professionalism that special education teachers of elementary school should possess were discussed.

교수지식, 수업실행, 교수태도, 특수교사, 일반교사, teaching knowledge, teaching practice, teaching attitude, special education teachers, general education teachers

박찬우 Park Chan-woo , 최나리 Choi Na-ri , 강은영 Kang Eun-young

DOI:10.19049/JSPED.2019.20.4.11 Vol.20(No.4) 205-222, 2019

[Purpose] This study intends to analyze special education teachers' and parents' perceptions of special education policy regarding plan-operation-evaluation processes and to provide recommendations for special education policy directions. [Method] For this purpose, 8 special education teachers who teaches kindergarten, elementary, middle, and high school, job training students, and 8 parents were focus group interviewed. Focus group interview was conducted twice with semi-structure interviews type and it lasted an hour and half. [Results] As a result, 5 upper categories and 13 sub categories were founded. [Conclusion] Based on the results of this study that understanding and empathy of special education policy, problems of special education policy plans and operations, and suggesting of education policy plan and operation, special education policy directions were suggested by reflecting special education stakeholers' needs.

특수교육정책, 경기도, 포커스 그룹 면담, Special Education Policy, Gyeonggi, Focus Group Interview

박정식 Park Jung-sik , 이세희 Lee See-hee

DOI:10.19049/JSPED.2019.20.4.12 Vol.20(No.4) 223-242, 2019

[Purpose] The purpose of this research is to analyze the trends of domestic experimental research on career education programs of students with developmental disabilities. In this regard, The question of research is, first, what is the general characteristic of domestic experimental research that have implemented career education programs for students with developmental disabilities? Second, what is the independent variable of domestic experimental research that have implemented career education programs for students with developmental disabilities? Third, what is the dependent variable of domestic experimental research that implemented career education program for students with developmental disabilities?. [Method] a literature research method was used to analyze 32 experimental studies applying career education programs for students with developmental disabilities, which were announced at international and foreign country. [Results] The results of the experimental study on career education programs applied to students with developmental disabilities are as follows. First, research subjects were in order of middle school, high school, elementary school, and post-high school. Second, control group experiment design was the most frequently used experimental design method. Third, most of the career education program types were studies using career education programs as independent variables. Fourth, the number of sessions for career education programs was the highest in the 11th to 15th sessions. Fifth, career maturity was highest in the frequency of measuring areas in career education programs. Sixth, most of the analyzed thesis set more than one measurement area, and there were also various measurement tools to measure them. [Conclusion] This study, which analyzes the trend of experimental research on career education program of students with developmental disabilities, will be useful as a basic data for research, development and application of career education program of students with developmental disabilities in the field of special education.

발달장애, 지적장애, 자폐성장애, 진로교육 프로그램, 진로지도 프로그램, 진로상담 프로그램, 진로교육 수업, developmental disability, intellectual disability, autism disorder, career education program, career guidance program, career counseling program, career education class