이해란 Lee Hae-ran , 박창언 Park Chang-un , 양진숙 Yang Jin-suk

DOI:10.19049/JSPED.2020.21.1.01 Vol.21(No.1) 1-19, 2020

[Purpose] This study is designed to look into any feasibility of instructional adaptation at special intellectual disabilities special schools, which are currently facing difficulties in applying the curriculum due to various disability characteristics and learning level gaps of students. [Method] In this regard, the subject for this study is that what differentiation of learning and its curriculum from the viewpoint of elementary class teacher of special-education school for intellectual disabilities really is. To this end, this study has been exploring the experience of differentiating the learning and its curriculum of elementary special teachers by so-called “narrative inquiry method”, who are working in the elementary special-education school for intellectual disabilities. [Results] The results are follows. First, the research participants reconstructed learning group in the light of educational needs and characteristics of students. Second, despite of reconstruction and differentiated application of curriculum according to learning group, difficulties of mathematics class for students with severe or multiple disabilities are raised, so the research participants realized the need of the improvement of the basic curriculum. Third, for the shortage of knowledge of math course and development of mathematics ability was found, the research participants tried to develop the professionality of math course through the teacher community. [Conclusion] This research discusses the reconstruction of curriculum and learning environment, enhancement of the math course for the students with severe or multiple disabilities, and the way to improve the expertise of the course of teachers. Based on the discussions, it suggests the need of follow-up study about differentiation of curriculum.

지적장애특수학교, 초등특수교사, 수학과, 교육과정 차별화, Intellectual Disability Special School, Elementary Special Teacher, Mathematics, Curriculum Differentiation

이학준 Lee Hak-jun , 김용욱 Kim Yong-wook

DOI:10.19049/JSPED.2020.21.1.02 Vol.21(No.1) 21-32, 2020

[Purpose] This article is to inquiry the misunderstanding and understanding of universal design for learning. The reality is that UDL design has not received much attention in general education because it is mainly dealt with in special education. Getting away from the misunderstanding and prejudice of UDL is a correct understanding. [Method] To this end, the research method was used to analyze domestic and foreign literature on UDL. [Results] The results are as follows: First, UDL is not a special education but a general education. Until now, there has been a widespread perception that UDL is a subject that only deals with special education. This is caused by a misconception. Second, not all of them are UDL using technology. Third, UDL is not a differentiated education. [Conclusion] After all, UDL consists of principles (3), guidelines (9), and checkpoints. UDL is not a special education but a general education. Also, using technology is not all UDL-based classes. UDL education is available at any time without the use of technology. And UDL is not a differentiated education. What we are wary of is the blind faith and worship of UDL. UDL is a learning design for successful inclusion education. UDL is a framework for supporting all students’access, participation and progress.

보편적 학습설계, 오해, 이해, 테크놀로지, 참여, Universal design for learning, Misunderstanding, Understanding, Technology, Engagement

장세영 Jang Seyoung , 김라경 Kim Rahkyung

DOI:10.19049/JSPED.2020.21.1.03 Vol.21(No.1) 33-56, 2020

[Purpose] The purpose of this study is to analyze recent trends in language intervention research for children of multicultural families in Korea and evaluated based on the quality indicator. A total of 16 papers were selected for this purpose. year. [Method] The research trends of selected papers were analyzed in seven areas: publication year/journal name, experimental design, subject information, sessions, measurement tools, independent variables, and dependent variables. The qualitative level of the study was analyzed according to the qualitative indicator of the single-target study among the Council for Exceptional Children (CEC) 2014 indicators for evidence-based practice in special education. [Results] First, the trend of domestic research shows that the study design method is about twice as large as the single study and the intervention was mainly conducted in educational institutions such as kindergartens, day care centers, or school classrooms centered on play for children aged 4-6 years. The frequency of interventions was extensively studied between 15 and 19 sessions (less than 3 months), and most of the interventions were provided by the researcher or by the child's teacher. More than half of the interventions used in verbal facilitation were used, and the Receptive and Expressive Language Development Scale (PRES) was the most commonly used assessment tool. Second, the analysis on the basis of the CEC qualitative indicators shows that social validity and mediation fidelity are very low compared to other areas. Based on the results of this study, the discussion on language intervention for children of multicultural families and the directions for further research were presented. [Conclusion] Based on the results of the study, the discussion on language interventions for children of multicultural families and the directions for further research were presented.

다문화가정 아동, 다문화 장애아동, 문헌분석, 언어중재, Children of milticultural family, Milticultural children with disabilities, Literature review, Language intervention

정혜인 Jeong Hye-in , 서효정 Seo Hyo-jeong

DOI:10.19049/JSPED.2020.21.1.04 Vol.21(No.1) 57-82, 2020

[Purpose] The purpose of this study was to conduct in-depth interviews with special teachers who were in charge of free semester in special schools for students with intellectual disability in order to understand their experiences and enhancement plans when operating the free semester system for students with intellectual disability. [Method] In-depth interviews were conducted for a total of eight special teachers in charge of free semesters at special schools for students with intellectual disability. Semi-structured interviews were conducted, and all of the interviews were analyzed using the constant comparison method through the recording and transcription process. [Results] The results of this study are as follows. First, the participation of students, the capacity of students, and communication among school members were improved due to the operation of the free semester system at special schools for students with intellectual disability. Second, there were difficulties in operating the free semester system, such as teachers’ burden when teaching students with diverse needs, the lack of teachers’ understanding and professionalism, and the lack of the fundamental framework with regard to schools, environment, and systems. Lastly, in order to operate the free semester at special schools for students with intellectual disability, it is necessary to make improvement plans for the schools and teachers and to establish support system made by Ministry of Education, the Offices of Education, and the Special Education Support Centers. [Conclusion] Based on the results of this study, implications for the free semester system were presented in two aspects: a discussion for class improvement in the operation of the free semester system and a discussion for successful settlement of the free semester system.

지적장애 특수학교, 자유학기제, 특수교사, 질적연구, Special schools for students with intellectual disability, Free-semester system, Special education teacher, Qualitative research

권현수 Kwon Hyunsoo , 김경화 Kim Kyeong-hwa

DOI:10.19049/JSPED.2020.21.1.05 Vol.21(No.1) 83-106, 2020

[Purpose] The purpose of this study was to examine the perceptions of parents of students with disabilities, special education teachers, and special education professors about the Special Education Longitudinal Study(SELS) in order to know the general understandings of stakeholder on SELS and suggest a better way to improve the quality of it. [Method] A questionnaire obtained from 252 parents, 53 special education teachers, and 67 special education professors was analyzed to compare the perceptions of these participants. [Results] As a result, the participants reported that the SELS was necessary even though they were rarely aware of it, the SELS subject should include all individuals with disabilities under free education by the legislation(from infants to transition program students), and the purpose of the SELS as well as the outcomes of special education should reflect the characteristic of special education oriented for people with disabilities. Also, they insisted that the results of the SELS should be used to improve the quality of life for students with disabilities as well as make a better policy for special education. [Conclusion] Based on the results, it was suggested that the SELS should reflect the characteristics of special education and it was necessary to find the ways to reflect the results of SELS.

특수교육 종단조사, 인식, 교육성과, 조사결과의 활용, Special education longitudinal study, Perceptions, Educational achievements, Application of study results

홍정숙 Hong Jeongsuk

DOI:10.19049/JSPED.2020.21.1.06 Vol.21(No.1) 107-137, 2020

[Purpose] This study aimed to identify the perception and experience of special education teachers who participated in a leading online community for special education teachers, regarding parents and their significance and implications. [Method] Of the posts uploaded by December 31, 2019, those relating to parents were collated and analyzed based on the comparative sequential method. From the data analysis, 28 subthemes, 11 themes, and 2 categories were identified. [Results] The two categories were “special education teachers’difficulties in their relationship with parents” and “a sense of reward and self-reflection experienced as special education teachers in their relationship with parents.” The main contents of the 11 themes were as follows: (1) inherent discomfort with parents, (2) a gap between expectations for the role of parents and reality, (3) barriers to the formation of partnerships―lack of trust and respect, (4) an expression of a distorted sense of entitlement―unreasonable demands and the infringement of teachers’ rights, (5) difficult communication, (6) psychological withdrawal and exhaustion caused by negative experiences, (7) negative relationships with parents that adversely affect students’ right to learn, (8) a sense of reward felt in relationships with parents, (9) the need for solidarity with parents and learning, (10) the need to empathize with parents, and (11) the need to protect special education teachers’ professional identity and rights. [Conclusion] Special education teachers tended to make posts centered around their negative experiences with parents in the online community. Therefore, the analysis of their positive perceptions and experiences about parents was quite limited in this study. On further consideration of this point, special education teachers were found to face various difficulties in their relationship with parents. Based on the study’s results, the following three broad implications are presented: First, the infringement of teachers’ rights by parents leads to the violation of not only special education teachers’ human rights but also students’ right to education. In this sense, it seems urgent to provide proper measures. Second, nontenured special education teachers reported experiencing growing difficulties in their relationship with parents. This requires the creation of stable education conditions for nontenured special education teachers through the leadership of school principals. Fundamentally, the government should actively examine the measure of raising the ratio of tenured teachers and partially employing nontenured special education teachers if necessary. Third, learning family support systems both inside and outside the education system should be considered a priority in the course of training prospective special education teachers and in skill improvement for incumbent special education teachers. In addition, their capability to counsel parents should be enhanced. In addition, based on the study results, the significance and implications of special education teachers’ perception of and experience with parents are discussed and suggested.

특수교사, 학부모, 온라인 커뮤니티, 관계의 어려움, 교권침해, Special education teachers, Parents, online community, Difficulty of relationships, Infringement of teachers’rights

김용성 Kim Yongseong , 임성민 Im Sungmin , 이학준 Lee Hakjun

DOI:10.19049/JSPED.2020.21.1.07 Vol.21(No.1) 139-168, 2020

[Purpose] The purpose of this study is to examine the meaning and nature of pre-service teachers' teaching experience for students with disabilities in informal science education environment by reflecting on pre-service teachers' participation in science fair for students with disability. [Method] To this end, a phenomenological qualitative study was conducted on seven teachers who participated in the science festival of hope. [Results] The results are as follows. First, pre-service teacher realized from the experience of the science teaching situation for students with disability that it is important to understand the characteristics of students with disability for successful science learning. The pre-service teacher encountered difficulties in teaching situation because of a lack of understanding of the student with a disability. Experience has shown that different teaching methods are applied for students with disability and students without disability. Second, pre-service teacher was found to have a high learning effect and a high level of participation in learning by participating in and practicing students with disability. Third, pre-service teachers need to understand the learning characteristics and advantages and disadvantages of students with disability and suggest appropriate goals for successful science learning for students with disability. [Conclusion] In the end, the experience of science teaching for students with disability in informal science education environment helped students to understand the characteristics and strengths and weaknesses of students with disability for science classes, suggest appropriate goals, and realize that learning by manipulation activities is important. To do this, pre-service teacher to provide a variety of representations to the student with a disability, provide opportunities for expression and action in a variety of ways, and enable a variety of participation.

비형식 과학교육환경, 장애학생, 예비 과학교사, 과학 교수 경험, 성찰, Informal science education environment, Student with disability, Pre-service science teacher, Science teaching experience, Reflection

김정훈 Kim Jeong-hoon , 박순희 Bak Sunhi , 박호성 Park Ho-sung

DOI:10.19049/JSPED.2020.21.1.08 Vol.21(No.1) 169-190, 2020

[Purpose] The purpose of this study was conducted to identify the actual condition and needs for the use of civil service information by adults with visual impairments. People with visual impairments access civil information in a variety of ways, e.g. using braille, voice, and enlargement. In response, we looked at the types of civil information that are important to the life being used by adults with severe visual impairments and how to approach the information. The results of this study can be used as basic data for the development of information services for the people with severe visual impairments. [Method] The participants of this study were 108 adults with severe visual impairments officially registered as disabled persons in S and D cities. For this purpose, the sample were asked to answer the questionnaires on the status and needs of civil service information. [Results] The results of this study can be summarized as follows; First, adults with visual impairments used various civil service information in several ways, such as voice, braille and enlargement, but they had difficulty accessing information. Second, the participants were mainly using voice as an approach to information, secondarily using braille and enlargement. They needed the use of alternative technologies, including electronic braille, to ensure privacy and information accessibility. [Conclusion] The participants were using their own approach to civil information, but they expressed difficulties in accessing information and required the use of alternative technologies for access to information. From the above results, it is proposed to plan and implement the multifaceted support necessary for effective access to information in the rehabilitation, counseling, welfare and education of people with visually impairments.

Visual Impairment, Blindness, Braille, Information Access, Civil Service Information, Web Access, 시각장애, 점자, 정보 접근, 민원 정보, 웹 접근성

김영익 Kim Yeung-ik , 권순복 Kwon Soon-bok , 권순우 Kwon Soon-woo , 팽재숙 Paeng Jae-sook

DOI:10.19049/JSPED.2020.21.1.09 Vol.21(No.1) 191-217, 2020

[Purpose] We introduced augmented reality as a useful teaching and learning medium for educational application for Special Teachers and Speech-Language Pathologists who directly educate disabled students through intervention of augmented reality-based language program, and wanted to find out changes in the perception and educational application of augmented reality contents after experience. [Method] 10 Special Teachers of special school and class, 10 Speech-Language Pathologists of children's development center, community welfare center and special school a total of 20 participated in the augmented reality experience for once or twice of a week, a total of three periods. The researchers visited seperated spaces at disabled children's home, schools, and welfare centers. Data processing was compared to the questionnaires (recognition 10 questions, educational application 10 questions), 7 points equilibrium scale and percentage (%) for recognition and educational application through pre- and post-mortem examination. [Results] The results of the study are as follows. First, regarding the change in awareness before and after augmented reality-based language arbitration program experience, both the Special Teachers and the Speech-Language Pathologists had a significantly improved positive awareness of 5.0 points (66.7%) before the overall average experience, and 6.7 points (95.0%) after the experience. Second, regarding the change in Educational application before and after augmented reality-based language arbitration program experience, both the Special Teachers and the Speech-Language Pathologists had a significantly improved positive awareness of 5.0 points (66.7%) before the overall average experience, and 6.7 points (95.0%) after the experience. [Conclusion] The result of this study was to overcome the limitations of the traditional teaching methods of Special Teachers and Speech-Language Pathologists who directly guide students with disabilities in the educational field, and to provide a variety of educational contents based on the augmented reality of the 4th Industrial Revolution. 'S lessons will have a positive impact on augmented reality teaching media to achieve effective learning goals for teachers and students. In addition, the presence experience of students with disabilities through augmented reality in the classroom environment will lead to attention, and will be a fun and meaningful classroom that actively improves self-efficacy through limited time and space.

Augmented Reality, Special Teacher, Speech-Language Pathologist, Awareness, Educational Application, 증강현실, 특수교사, 언어재활사, 인식도, 교육적 적용도

문경아 Moon Kyungah , 우정한 Woo Jeonghan

DOI:10.19049/JSPED.2020.21.1.10 Vol.21(No.1) 219-244, 2020

[Purpose] Students with word recognition difficulty in lower grades of elementary school need early intervention, because these difficulties are accumulated and students are likely to experience failure and frustration in reading. The first purpose of this study is to develop a multimedia-based word recognition program that integrates a variety of forms of information with Universal Design for Learning to enable educational participation and access to students with diverse educational needs for teaching word recognition to Students with reading difficulties. The second purpose is to see the effects of this program by applying this to elementary students with reading difficulties. [Method] A total of 21 sessions of word recognition programs were conducted for three students with reading difficulties in elementary school. [Results] First, based on the reading development stage and the word recognition characteristics of the students with reading difficulties, we developed 21 sessions of word recognition program using UDL and multimedia. Second, as intervention progressed, word recognition ability of students was improved. [Conclusion] The UDL-based multimedia word recognition program was effective in improving word recognition ability of students with reading difficulties.

Word recognition, Universal Design for Learning, Multimedia, Students with reading difficulties, 단어인지, 보편적 학습설계, 멀티미디어, 읽기곤란학생