조인영 Cho In-yeong , 이연우 Lee Younwoo , 함윤경 Ham Yun-gyeong

DOI:10.19049/JSPED.2020.21.3.01 Vol.21(No.3) 1-30, 2020

[Purpose] The purpose of this study is to provide valuable information of developing transition program by identifying perception, experience, and demand of transition to elementary school for young children with disabilities. [Method] For the purpose, the in-depth interviews were conducted with 5 daycare teachers, 5 therapists, and 10 parents. The collected data were coded by constant comparative analysis and classified into 3 themes and 8 sub-topics. [Results] First, daycare teachers, therapists, and parents perceived the information about transition education through acquaintances and online. Second, daycare teachers, therapists, and parents have prepared to support their children with disabilities to develop self-help skills, class attitude, basic learning skills, and adaptive skills. Third, daycare teachers, therapists, and parents requested the cooperative system among the institution-family-elementary school and the appropriate curriculum for the transition to elementary school. Also, they mentioned about the importance of providing the opportunities to practice and expected that it will reduce the difficulties in the process of transition. [Conclusion] The results of this study show that, in the preparation process of the transition to the elementary school for young children with disabilities, the transition education should be provided in consideration of the individual needs for the teacher, therapist, and parents. Through the process, the child with special needs will experience the successful transition.

Young children with disabilities, Transition education, Qualitative Study, 장애유아, 초등 전환교육, 질적 연구

박혜영 Park Hye-young

DOI:10.19049/JSPED.2020.21.3.02 Vol.21(No.3) 31-48, 2020

[Purpose] The purpose of this study was to quantitatively investigate differences in neurophysiological functions which occur when processing music information through analyzing EEG responses to emotion-inducing music between people with visual impairment (VI) and those with normal vision (NV). [Method] For 15 VI and 15 NV, there were examined that differences in EEG (alpha and beta) responses to specific emotion-inducing music with clear emotional valence and emotional arousal according to the type of emotions (happiness, sadness, anger, and fear) between the groups. In addition, the ratio of alpha to beta (RAB), respectively alpha for relaxation and beta for arousal, was analyzed in order to investigate differences in responses of EEG arousal to emotion-inducing music between the groups. [Results] With regard to differences in alpha of EEG responses, there was found that the VI scored significantly lower than the NV in all emotion types. In particular, the VI showed the highest alpha value in sadness, while the NV scored the highest in happiness. For beta value, the VI marked the higher than the NV in all emotion types, however, there were not found statistically significant differences. In addition, for measured relaxation/arousal responses of the EEG, the VI showed significantly lower values than the NV, and it was confirmed arousal was more activated than relaxation among the VI. [Conclusion] Through the EEG measurement of the emotion-inducing music, differences in emotional responses to music between the VI and the NV were objectively investigated, and it is proposed that music programs considering the characteristics of music emotion of the VI could be developed by further researches.

Visual Impairment, Music, Emotion Type, EEG, Arousal, 시각장애, 음악, 정서 유형, 뇌파, 각성

노소온 Noh So On

DOI:10.19049/JSPED.2020.21.3.03 Vol.21(No.3) 49-70, 2020

[Purpose] This study seeks to improve the basic addition and subtraction performance of intellectually disabled students who have difficulty associating the relationship between numbers and quantities. The purpose of this study is to examine the impact of number sense instruction using visual representation on the basic addition and subtraction performance of intellectual disability. [Method] For this purpose, three intellectually disabled students attending G Elementary School's special classes were designed to have the multi-probe across subjects design among those singel subject research. [Results] The results of the research are as follows. First, Instruction number sense, using visual representation, improved the basic addition ability of elementary school students with intellectual disabilities. The visual representation of the addition is the 10 frame and the domino pattern. These visual representations embodied the abstraction of numbers, there by strengthening the link between numbers and quantities to elementary school students with intellectual disabilities, which had a positive effect on the achievement of addition. Second, Instruction number sense, using visual representation, improved the basic subtraction ability of elementary school students with intellectual disabilities. The activity of visualizing subtraction by utilizing the 10 frame and domino patterns seems to have had a positive effect on the achievement of subtraction for students with intellectual disabilities by enhancing the conceptual understanding of subtraction and giving visual representation to elementary school students with intellectual disabilities. [Conclusion] Students with intellectual disabilities generally experience difficulties in achieving subtraction and addition due to the difficulty of abstraction about numbers. However, by utilizing visual representations of numbers, the achievement of basic addition and subtraction could be improved through the inmate activities to develop the meaning of numbers and explore the relationship between numbers. The results of these studies indicate that number sense Instruction, who utilize visual representations for elementary school students with intellectual disabilities, can be used as an effective teaching method. We look forward to continuing more active research on effective addition and subtraction guidance for students with intellectual disabilities by providing basic data for future follow-up studies.

Intellectual disability, Visual representation, Number sense, Basic addition, Basic subtraction, 지적장애, 시각적 표상, 수 감각, 기본 덧셈, 기본 뺄셈

조민균 Cho Min-gyun , 손승현 Son Seung-hyun

DOI:10.19049/JSPED.2020.21.3.04 Vol.21(No.3) 71-94, 2020

[Purpose] The purpose of this study was to analyze the demands for the competency of special education teachers required to teach students with Special Needs Education (SNE), and to propose special education teachers training course contents to strengthen the competency of special education teachers. [Method] The researcher conducted a survey of 388 special education teachers and verified the components of special education teacher's competency. The requirements for competency of special education teachers were analyzed and the necessary training course contents were derived. [Results] First, the analysis of the components of special education teacher's competency to support for students with SNE showed that needs for education in “student guidance and communication”, “individualized instructional support”, “teaching attitude and cooperation”, “creation of an inclusive education environment and professional development” in priority ordered. Second, as a result of analyzing the demand for teacher training curriculum, there were high demands for “individualized instructional”, “online learning support for disabled students” and “practice in the form of cooperative learning”. [Conclusion] Based on the findings, in order to support students with SNE, a teacher training curriculum and various operational measures should be prepared to enhance the teaching capacity of special education teachers.

Competency, Teacher Training Curriculum, 특수교육요구, Special Needs Education, SNE, 교수역량, 교원연수 교육과정

강종구 Kang Jong-gu , 김지연 Kim Jiyeon

DOI:10.19049/JSPED.2020.21.3.05 Vol.21(No.3) 95-123, 2020

[Purpose] This study aimed to deal with special education through “special education” that focuses on the education of students with disabilities and “disability studies (in education)” that resist discrimination against disabilities and approach them in terms of diversity. [Method] This study analyzed the literature published in the last ten years (2010-2019) to explore the major characteristics and changes in special education and disability studies (in education). [Results] The main results are as follows. First, disability studies (in education) are more conducted than special education in the academic discussion of special education in South Korea. Second, only two or three studies are conducted in the area of special education each year, and the studies dealt with a disability in general, not a specific category of disability. Further, the researches mainly used a literature review as a research method. Third, researches in special education focused on a medical model that emphasizes segregation or education for disabled students. On the other, the researches in disability studies (in education) mainly discussed the social model but made the neruodivergent approach recently. [Conclusion] This study insisted that more academic approaches and studies dealing with various theories and subjects needed to be done in special education. Besides, the study argued that discussions on “disability studies (in education)” should be actively carried out, which focuses on the education of disabled students.

Special education, Disability studies, Disability studies in education, Literature review, Reality of special education research, 특수교육학, 장애학, 장애교육학, 문헌분석, 특수교육 연구 현실

김화수 Kim Whasoo , 임소연 Lim Soyeon , 이지우 Lee Ji Woo , 우혜진 Woo Hye Jin

DOI:10.19049/JSPED.2020.21.3.06 Vol.21(No.3) 125-149, 2020

[Purpose] The purpose of this study is to investigate verbal problem solving ability using indirect statements on adults with mild intellectual disability and to use the findings as basic data in the guidance. [Method] The subjects of this study were a total of 30 people of 15 adults aged 19-23 and 10-12 of language age with mild intellectual disability and 15 age-matched group of general children. This study intends to investigate verbal problem solving ability using indirect statements by developing a testing tool that includes indirect speech acts(sentence category, illocutionary act) and verbal problem solving ability(causal reason, inference of solution, supposition of clues). For data processing, this study conducted independent sample t-test, one-way analysis of variance, and Pearson's correlation analysis. [Results] When comparing the two groups, in all three cases (total score, interrogative sentence, declarative sentence), the score of the non-disabled student group was higher than that of the adults group with mild intellectual disability. Next, the group of adults with mild intellectual disabilities showed a higher rate of incorrect responses than the group of non-disabled students and the error type also showed significant differences between the two groups. Also, as a result of analyzing the four different situations, in particular, it was shown that there was a significant difference in the context of friends. Lastly, according to the result of investigating a correlation between vocabulary ability and language problem solving ability using indirect statement of adults with mild intellectual disabilities. It was identified that there is a distinct quantitative correlation between 3 different condition. [Conclusion] This study is considered to be have a significance in that this study has identified indirect statements and verbal problem solving ability of adults with mild intellectual disability using indirect statement sentences composed of dialogue, and hope to use these findings as a basis of verbal intervention.

Adults with mild intellectual disability, Indirect statements, Verbal problem solving ability, 경도지적장애성인, 간접화행, 언어문제해결력

조영희 Cho Younghee , 박재국 Park Jaekook

DOI:10.19049/JSPED.2020.21.3.07 Vol.21(No.3) 151-173, 2020

[Purpose] This study analyzed latent groups according to changes in life satisfaction of people with intellectual disabilities and examined effects of cognitive ability, communication ability and literacy skills on classification of latent groups. [Method] Data of people with intellectual disabilities(N=363) from 2nd Panel Survey of Employment for the disabled are analyzed using latent growth class modeling. And logistic regression analysis was employed to find effect factors of life satisfaction of people with intellectual disabilities. [Results] Latent subgroups according to the life satisfaction of the people with intellectual disabilities are 4 groups : ‘high life satisfaction’, ‘average life satisfaction’, ‘Decreased life satisfaction over time’, and ‘Increased life satisfaction over time’. As a result of logistic regression analysis, cognitive ability, communication ability, and literacy skills are effect factors on classification of latent subgroups. [Conclusion] Based on this results, practical ways to improve the life satisfaction of people with intellectual disabilities were discussed.

Latent Class Growth Modeling, Intellectual Disabilities, Life Satisfaction, Literacy skills, 잠재성장계층분석, 지적장애, 삶의 만족도, 문해능력

신은선 Shin Eunsun , 우정한 Woo Jeonghan , 김용욱 Kim Yongwook

DOI:10.19049/JSPED.2020.21.3.08 Vol.21(No.3) 175-198, 2020

[Purpose] Multicultural students have difficulty in reading due to a lack of awareness of spoken language and phonological system caused by the influence of the family environment. Therefore, it is necessary to teach phonological awareness for reading which is the most important in school learning. The purpose of this study is to develop a phonological awareness program based on the universal design for learning and apply it to multicultural students with reading difficulties to see the effects of the program. [Method] A total of 15 sessions of phonological awareness program were applied to two multicultural students with reading difficulties in elementary school. [Results] First, based on the phonological awareness development stage and the phonological awareness characteristics of the multicultural students with reading difficulties, 15 sessions of phonological awareness program using UDL was developed. The five areas of the program are reading consonants and vowels, syllable recognition, body-coda recognition, onset-rhyme recognition, and phoneme recognition. Second, as intervention progressed, phonological awareness ability of students was improved. [Conclusion] The UDL-based phonological awareness program was effective in improving phonological awareness ability of multicultural students with reading difficulties.

Phonological awareness, Universal design for Learning, Multicultural students with reading disabilities, 음운인식, 보편적 학습설계, 다문화 읽기곤란학생

이미경 Lee Mi Kyung

DOI:10.19049/JSPED.2020.21.3.09 Vol.21(No.3) 199-229, 2020

[Purpose] The need for UDL -based Korean letter knowledge and phonological awareness teaching to students with developmental disabilities was surveyed for 156 special education teachers. We also investigated the priority requirements of UDL principles and guidelines when developing programs. [Method] The necessity of the UDL-based Korean letter knowledge and phonological awareness teaching were analyzed frequency. The syllable and phoneme level teaching identified the priorities. [Results] The highest average was that when a Korean letter knowledge is implemented on the web, combines consonants and vowels is required. When implementing a UDL-based phonological awareness teaching on web, syllable synthesis was ranked first. At the phoneme level, phoneme discrimination was ranked first. In UDL Principle 1 providing various representation, the readability of letters, the provision of picture cards or illustrations, and speaking according to words appeared first. In UDL Principle 2's behavior and expression, the implementation of a communication method, a touch screen, the provision of a start-up clue for each level, and the provision of a checklist for achieving the goals were the top priority. Participation in the UDL Principle 3 was found to provide various options for inducing interest and to provide appropriate levels. [Conclusion] In order to emplent Korean letter knowledge and phonological awareness teachings reflecting universal learning design on the web, there is a need to be implemented by reflecting the above results.

Phonological awareness, UDL, Korean letter knowledge, web programs, students with developmental disabilities, 음운인식, 자모지식, 웹 프로그램, 발달장애학생

김용성 Kim Yongseong , 이학준 Lee Hakjun

DOI:10.19049/JSPED.2020.21.3.10 Vol.21(No.3) 231-262, 2020

[Purpose] The purpose of this study is to find out the direction of informal inclusive science education program 'Science fair of Hope'. [Method] To that end, seven preliminary science teachers who participated in the 'Science fair of Hope' program, which was held at D University in September 2019, participated in observation and in-depth interviews. Qualitative data (experience) collected through this were analyzed based on UDL principles. [Results] As a result, the direction of non-format science education desired by prospective science teachers is as follows: First, the direction centered on the principle of representation. It uses the provision of a play-based PPT, sign language, and big gestures to deliver the contents of a science play for deaf students. Second, it is the direction of expression and action. Third, it is the direction of participation. In order to increase the participation of hearing-impaired students in science plays, science magic, and creative experience booths, a measure was proposed to motivate participation by inducing fun and interest. One of the scientific experiments that was done in a science play is to provide a linked program for scientific magic and creative experience booths. [Conclusion] In the end, the non-format science education 'Science fair of Hope' desired by a prospective science teacher shall use PPT, sign language, big movements, etc. to provide various awards. Also, it should be able to create motivation, interest and fun that can enable various expressions and actions and induce various participation. Therefore, dividing the difference between theory-based formal and non-format science education is that non-format science education is centered on experience. Through this, students with disabilities can increase their interest in and interest in science and help them acquire scientific knowledge.

Informal inclusive science education, Universal design for learning, Science fair of hope, 비형식 통합과학교육, 보편적학습설계, 희망의과학싹잔치