팽재숙 Paeng Jae-sook , 남윤석 Nam Yun-sug

DOI:10.19049/JSPED.2020.21.2.01 Vol.21(No.2) 1-25, 2020

[Purpose] This study was to investigate the perception about ‘good teacher', centered on the teachers of child care and education, teacher of special education and therapist of related service among the child care teachers who worked at the child care and education center for children with disabilities which needed to do treatment, child care and education for the children with disabilities at the same time. The purpose of this study was to find out the perception type about ‘good teacher' that the personnel of child care and education center for children with disabilities thought and characteristics by perception type. [Method] In order to investigate the perception about ‘good teacher', we applied the Q methodology, which is useful for exploring human subjectivity. The design in this study went through the process of Q methodology, which composed of total 6 stages, and this study was to classify the perception type about ‘good teacher' for the personnel of child care and education center for children with disabilities and analyze characteristics by type. [Results] The results of the study are as follows. As a result of research, the perception type about ‘good teacher' has shown as total four types. For perception about ‘good teacher', this study has shown four types: individualized education-first type as first type, child support-first type as second type, teacher self-esteem-first type as third type and teacher professionalism-based type as fourth type. [Conclusion] This study was to grasp the subjective perception type about ‘good teacher' for the personnel of child care and education center for children with disabilities and characteristics by type. Based on these results, this study was to provide useful base data in order to eventually improve the quality of education for the children with disabilities by providing the basic data to understand the perception about ‘good teacher' for the teachers of child care and education.

Good teacher, Personnel of child care and education center for children with disabilities, Q methodology, 좋은 교사, 장애아 전문어린이집 보육교직원, Q방법론

이태형 Lee Tae-hyung , 김용욱 Kim Yong-wook , 민천식 Min Chun-sik , 박준태 Park Jun-tae , 구본재 Goo Bon-jae

DOI:10.19049/JSPED.2020.21.2.02 Vol.21(No.2) 27-46, 2020

[Purpose] The purpose of this study is to investigate the current status of inclusive physical education instruction in elementary schools, analyze the experiences of field teachers, and explore what to do and how to solve them for effective inclusive physical education instruction. [Method] To this end, a survey was conducted for 48 elementary school teachers in D city. [Results] First, teachers had difficulties in teaching without and without using facilities and equipment for inclusive physical education instruction. However, instruction prepared for students with disabilities also helped non-disabled students. In addition, through non-disabled instruction to help students with disabilities, a positive class atmosphere was created and the level of understanding and consideration increased. According to the analysis of the teaching status of the teachers' use of facilities and tools, the inclusive instruction also said that it was difficult in both instruction with and without facilities. Second, teachers in all classes that did not prepare for or prepare for instruction -based physical education instruction for elementary school teachers said that it was difficult for teachers to prepare and proceed. Particularly, due to the lack of instruction preparation, students with disabilities who have no activity distance during class are neglected or marginalized, and as a result, the difficulty of controlling the problem behavior and sudden behavior of students with disabilities was the greatest difficulty for teachers to progress. [Conclusion] In order to achieve an effective inclusive physical education instruction, a practical application of the inclusive physical education instruction, development and application of a universal design for learning program, and a plan to accommodate the needs of teachers in the inclusive physical education instruction should be prepared.

Elementary school teacher, Inclusion physical education, Actual condition, 초등교사, 통합체육, 수업실태

이원희 Lee Weonhee

DOI:10.19049/JSPED.2020.21.2.03 Vol.21(No.2) 47-79, 2020

[Purpose] Phenomenological research can be applied to various fields of study in special education in terms of philosophy or methodology, and qualitative research using phenomenological research methods is also increasing in fact. In order to explore direction of phenomenological research, I would like to examine the research trends applying philosophical background and phenomenological methodology in the field of special education and suggest future direction. [Method] From 2005 to 2019, a total of 53 papers published in domestic journals were selected using phenomenological research methods. It was examined how the research topics, research purposes, philosophical and methodological background, data collection and analysis, and the application status of the phenomenological method were. [Results] First, when looking at the results of applying phenomenology to philosophical theory, most of the studies have explored the meaning of special education phenomena through participants’experiences or suggested directions for support. Only four studies applying phenomenology to philosophical theory. In the methodological aspect, many studies have not been clear about the background of phenomenological research. Interviews were mainly used for data collection, and data analysis showed a tendency to apply the methods suggested by domestic and foreign scholars. It has been found that studies that provide concrete methods for the phenomenological research method ‘phenomenological reduction' are very insufficient. [Conclusion] The direction of phenomenological qualitative research in the field of special education is as follows. First, the research subject and purpose should be expanded based on the philosophical orientation of phenomenology. Second, a proper understanding of phenomenological reduction is necessary. Third, the hermeneutic circulation method should be applied to the data collection and analysis process. Fourth, various types of phenomenological research should be applied.

Special Education, Phenomenology, Phenomenological Qualitative Research, Philosophical Background, Methodology, 특수교육, 현상학, 현상학적 질적 연구, 철학적 배경, 방법론

옥민욱 Ok Min-wook , 김애화 Kim Ae-hwa , 윤나영 Yoon Na-young

DOI:10.19049/JSPED.2020.21.2.04 Vol.21(No.2) 81-108, 2020

[Purpose] The purpose of this study was to investigate the effects of using a graphic organizer and story retelling using an iPad application on reading comprehension achievement of students with reading disabilities. [Method] To investigate the effects of the intervention three elementary students with reading disabilities participated in the study and a multi-probe design across participants was used. In addition, the maintenance and generalization effects of the intervention were measured. [Results] The results of this study revealed that the use of a graphic organizer and story retelling using an iPad application can be a viable instructional approach to improve students’ reading comprehension achievement as well as their interests and engagement in learning. [Conclusion] Based on the findings, the implication for practice and future research direction were suggested.

Reading disabilities, Reading comprehension, iPads, Graphic organizer, Story retelling, 읽기장애, 읽기이해, 아이패드, 그래픽 조직자, 이야기 다시 말하기

김현진 Kim Hyun-jin , 우주영 Woo Ju-young

DOI:10.19049/JSPED.2020.21.2.05 Vol.21(No.2) 109-136, 2020

[Purpose] This study was conducted to identify the effect of child-centered play therapy on play theme and socioemotional behaviors of a visually impaired child. [Method] Changes were examined by analyzing the repetitions, intensity, and context in the play therapy sessions with Ray (2011)’s 20 kinds of play theme classification systems, and the changes in socioemotional behaviors were examined by the Vineland Social Maturity Scale. [Results] First, repetition and intensity of the play themes were initially displayed as “dependence” and “protection,” which expressed the child’s psychological needs and conflicts. In the later stages, the child’s problem solving skills were observed through the themes of “mastery” and “resilience/elasticity.” Regarding context, the themes of “helplessness” and “dependency” changed to compromising type of dependency, and the process of healing inner wounds and accepting oneself were observed. Second, through play therapy, the child showed changes in socioemotional behaviors, although this was only seen when the child imitated the therapist’s emotional expressions or in her facial expressions. However, in the later sessions, the child started to show satisfaction and verbally expressed various emotions, and showed independence by voluntarily choosing the play. In addition, the child increased their socialization and self-help skills, and showed improvements in both her relationship skills and sense of independence. [Conclusion] The visually impaired child expressed her psychological conflicts through the child-centered play therapy, and themes such as mastery, healing and recovery were gradually seen, indicating the child’s psychological growth. Furthermore, improvement from helpless and dependent behaviors to voluntary and independent socioemotional behaviors was observed. This study is significant in that it showed that child-centered play therapy is effective at improving problem solving skills and psychological growth in visually impaired children and their social and emotional behavior.

Visually impaired children, Child-centered play therapy, Play themes, Social and emotional behavior, 시각장애아동, 아동중심놀이치료, 놀이주제, 사회정서 행동

이예지 Lee Ye-ji , 권순복 Kwon Soon-bok

DOI:10.19049/JSPED.2020.21.2.06 Vol.21(No.2) 137-166, 2020

[Purpose] In this study, tried to present dynamic visual data to subjects using augmented reality-based speech therapy program, and to enhance the over language ability of children with specific language impairments aged 4 years through sentence guidance including intensive surveys. [Method] The grammatical morphological intervention was conducted using the system based augmented reality for three 4 years old children with specific language impairments. [Results] First, as a result of checking the change of grammatical morpheme calculation of children before and after intervention using the grammatical morphological test item, and the ability was improved. This suggest that to intervention the grammatical morphology using the AR programs is effective. Second, the observation of the change in the average length of speech (MLU-m, MLU-w) before and after intervention revealed that the average length of speech in all subjects improve after intervention. At the last, the changes in the grammatical morphological output of the standardized language development test and the spontaneous development for the overall language ability test before and after the intervention were confirmed to improve the overall language ability after intervention. [Conclusion] Thought the results of this study, to confirmed the importance of sentence guidance including grammatical morphemes for children with specific language impairments, and the diversity of the use of augmented reality based speech therapy program system.

Augmented Reality, Grammatical Morpheme, Pre-school Specific Language Impairments, Speech Therapy Program, Speech Ability Improvement, 증강현실, 문법형태소, 학령전기 단순언어장애, 언어치료 프로그램, 언어능력 증진

샤런하리슈레스타 Sharan Hari Shrestha , 한경근 Kyounggun Han , 남라즈뇨빠네 Nam Raj Neupane

DOI:10.19049/JSPED.2020.21.2.07 Vol.21(No.2) 167-189, 2020

[Purpose] The study is aimed to explore the existing challenges for instructing children with intellectual disability in Nepal. [Method] This is a qualitative research study followed by descriptive design. Study includes 5 special schools of Kathmandu Valley which were selected by purposive sampling method. Similarly, 15 respondent teachers out of which 5 head teachers and 10 teachers (2 teachers from each school) were selected by purposive sampling method. Data collected from classroom observations and interviews with teachers and head teachers were validated by getting reviewed with a special education expert. [Results] Study showed that improving curriculum to make it need-based, recruiting qualified teachers, strengthening home-school collaboration, preparing an actual IEP, and developing positive thinking in parents are the challenges. Furthermore, enhancing support services, strengthening school management, and making school system disability-friendly are also the challenges associated with effective instruction to the students. [Conclusion] There are a number of challenges which can be overcome by the joint effort from the strong tie among government’s desire, strength of the schools, and qualified teachers.

Intellectual disability, Effective instruction, Qualified teachers, Nepal special education, 지적장애, 효과적인 교수, 자격을 갖춘 교사, 네팔 특수교육

김병하 Kim Byung Ha

DOI:10.19049/JSPED.2020.21.2.08 Vol.21(No.2) 191-213, 2020

이학준 Lee Hak-jun , 김영선 Kim Young-sun , 김용욱 Kim Yong-wook

DOI:10.19049/JSPED.2020.21.2.09 Vol.21(No.2) 215-234, 2020

[Purpose] The purpose of this study is to find out the utility and utilization of eSports in UDL-based inclusive physical education. In order to prevent and block the spread of infection in the social atmosphere caused by the spread of COVID-19, social distance keeping and home lessons are being carried out. In the lower grades of elementary school, online classes are difficult. However, there is nothing we can do to prevent the spread of infection at the national level. [Method] For this purpose, research methods were used to analyze domestic and foreign literature. [Results] The results are as follows. 1) There are three uses of eSports in inclusive physical education based on UDL. To be together, to go beyond, to enjoy. 2) 2) The methods of utilizing eSports in inclusive physical education based on UDL are as follows. First, it is to utilize eSsports competitions for social formation of disabled students. Second, it is the use of eSports to improve the athletic performance of disabled students. [Conclusion] The use of eSports in the course of online home lessons in the current social atmosphere is worthy of use not only in inclusive physical education but also in general physical education. In the meantime, we should move away from the negative perception that eSports is an online game and now we should pay attention and find ways to utilize it. This is why we refer to UDL-based inclusive physical education and use of eSports at a time when social distance is executed.

Universal design for learning, UDL, inclusive physical education, eSports, utility, application, 보편적 학습설계, UDL, 통합체육, e스포츠, 효용, 활용

이미경 Lee Mikyung

DOI:10.19049/JSPED.2020.21.2.10 Vol.21(No.2) 235-274, 2020

[Purpose] The purpose of this study is to explore the elements necessary for the development of UDL-based phonological recognition and word recognition programs by analyzing recent phonological awareness and word recognition-related interventions. [Method] After collecting and analyzing all 44 documents, intervention related information, phonological recognition according to age, and application of word recognition tasks and guidelines of UDL The applicable factors were analyzed. [Results] First, the most applied age group among children was 4-5 years old. As a result of the analysis of the intervention programs according to the independent variable, language-based programs was applied most. Second, the phonological recognition tasks according to the age ranged from 3 years old to elementary school children, and middle school students with disabilities. The age in which the phonological recognition task was applied the most was 5 years, and the tasks of syllable discrimination, syllable synthesis, and syllable dropout were applied. At the phoneme level, many tasks of dropping out phonemes and discriminating phonemes were applied. Word recognition was also applied intensively at the age of 5 and elementary school. In the word recognition task, the tasks of 2 syllables, 3 syllables, and 2 syllables and 3 syllables were applied. Third, the applicability according to the guidelines of UDL was examined. Among the sub-guides for providing various means of participation, there were elements applicable to the remaining guides except for providing options to increase self-regulation ability. [Conclusion] Based on this research, we discussed the elements necessary for UDL-based phonological recognition and word recognition program development.

Universal design learning, Phonological awareness, Word recognition, Intervention program, Literature review, Students with disabilities, 보편적 학습설계, 음운인식, 단어재인, 중재프로그램, 문헌리뷰, 장애학생