박정현 Park Junghyun , 정은경 Chung Eunkyung , 강기영 Kang Ki Young , 박원진 Park Wonjin

DOI:10.19049/JSPED.2020.21.4.01 Vol.21(No.4) 1-29, 2020

[Purpose] Deaf and Hard of Hearing (D/HH) people have diverse communication needs depending on the first language they use (e.g., sign language, spoken language). This study aims to explore communication access services for D/HH people in South Korea, focusing on professionals’ perceptions on the problems of the services and recommendations for improvement. [Method] One-on-one in-depth interviews were conducted with eight professionals working in various fields related to D/HH population. Data were analyzed according to the inductive thematic analysis approach. Lincoln and Guba’s (1985) four criteria were used to maintain the rigor in this study. [Results] Results showed that there are eight higher-level categories and 28 lower-level categories in two domains. Problems with current communication access services include problems in current sign language interpreting centers, structural barriers related to providing communication access services, and lack of self-advocacy by D/HH people. Recommendations for improvements include improving current sign language interpreting services, collecting preliminary data on the D/HH population and communication access services, engagement of D/HH people in political activities for accessing communication, improving D/HH awareness, and expanding and diversifying communication access services. [Conclusion] This study suggests: improvements to current sign language interpreting services; institutionalizing communication access realtime translation services; redefinition of terminologies related to D/HH; creating D/HH friendly communication environments; and institutionalization of communication access services for D/HH students in elementary, secondary, and higher education (both in special and inclusive education).

Deaf and Hard of Hearing, Communication access services, Sign language interpreting, Communication Access Realtime Translation, 청각장애, 의사소통 지원 서비스, 수어통역, 문자통역

권순복 Kwon Soon-bok

DOI:10.19049/JSPED.2020.21.4.02 Vol.21(No.4) 31-57, 2020

[Purpose] The purpose of this study was conducted to investigate a comprehensive summary of previous research on the efficacy of combined cognitive and physical exercise intervention for people with neurogenic communication disorders. For this purpose, finding out what kind of effect it has on cognitive and motor skills in Korea, it hopefully would present research trends to present fundamental data that can suggest an intervention method in the future. [Method] To grasp its analytical study on research trends, it tracked and narrowly sorted out a total of 24 papers published in the journals from 2011 to 2020, which surfaced mainly by search engines to choose to analyze. [Results] First, ever since starting with two studies reported on the initial stage in 2011, the research peaked in 2015 with the largest number of research conducted and has been carried out until then in 2020. Second, as the yardstick to evaluate the cognitive and motor skills, the mini-mental state examination (MMSE) was used the most frequently to measure changes of the cognition-focused intervention program, and next came the activities of daily living (ADL) and geriatric depression scale (GDS). In the case of physical activity arbitration programs, the MMSE, amyloid-beta (Aβ), and brain-derived neurotrophic factor (BDNF) were used to identify the changes. Third, in terms of the aspect of the intervention methods, during the cognitive-based intervention process, computer cognitive training programs and complex cognitive rehabilitation programs were most commonly used, and so were cognitive stimulation therapy, reality sensation, and time difference recollection interventions. However, in the processing stage of the physical activity intervention, the physical-based exercise program was the most effectively used, as well as the under-water exercises, parallel studies conducted with physical and cognitive activities, and virtual reality (VR) exercises and recreation programs also took part. Forth, the cognitive function improved in light of the efficacy of intervention as the most significant change. The ADL, the quality of life, and social interaction made positive progress during the cognitive-based intervening process as well. The most remarkable effect while the physical exercise intervention demonstrated was the improvement of cognitive functioning, followed by Aβ, BDNF, physical performance, the quality of life, depression, brain activities, the hand function. [Conclusion] Rather than mediating cognitive and physical activity intervention separately, it assumes more effective to apply both cognitive and physical activities in parallel, and further research will very likely require the development of an intervention program systematically established by incorporating the two methods of intervention.

Neurogenic Communication Disorders, Mild Cognitive Impairment, Cognition-Focused Intervention, Physical Activity, Literature Review, 신경언어장애, 경도인지장애, 인지기반중재, 신체활동중재, 문헌연구

박정식 Park Jung-sik

DOI:10.19049/JSPED.2020.21.4.03 Vol.21(No.4) 59-91, 2020

[Purpose] The purpose of this study is to find out the actual conditions of labor human rights in special schools and teachers' perceptions of them, and to clarify the educational areas and contents necessary for labor human rights education. [Method] A survey was conducted on special schools nationwide to find out teachers' perceptions and actual conditions of labor rights education in special schools, and two Delphi surveys were conducted to organize the content area of labor rights education for children with disabilities. The questionnaire was completed by analyzing the literature on labor rights and conducting focus group interviews (FGI) twice. The data were analyzed by descriptive statistics such as frequency analysis, percentage, average, and standard deviation according to the research purpose using SPSS Win 21.0 version, and the Delphi analysis calculated the mean, standard deviation, and content validity ratio (CVR) for validity and importance was calculated. [Results] The perception of special teachers about labor human rights education for students with disabilities is that while the need for prior education for labor human rights education is high, support for labor human rights education and educational materials are insufficient. And in the actual situation of labor human rights education, there are more special schools than those provided by special schools that do not provide labor human rights education, and schools that provide labor human rights education provide educational support through educational materials, training hours, and cooperation with related organizations. Career and vocational education teachers, homeroom teachers, and on-the-spot training teachers used materials developed by career-related institutions and materials developed by the Office of Education by utilizing career and vocational curriculum hours. In addition, the areas and contents of labor rights education for students with disabilities are divided into 5 areas (infringement of workers' rights and human rights, learning-centered field training with enhanced human rights, understanding of labor protection, gender equality and sexual harassment, dealing with unfair treatment) and 30 educational contents are confirmed. [Conclusion] The recognition and actual condition of labor human rights education, as well as the educational field and content, as revealed through the research results, can be useful in providing educational materials related to the curriculum reflecting the field of labor human rights.

labor rights, students with disabilities, field training, career and vocational education, special teachers, 노동인권, 장애학생, 현장실습, 진로·직업교육, 특수교사

옥민욱 Ok Min Wook , 표윤희 Pyo Yunhui , 홍정숙 Hong Jeong Suk

DOI:10.19049/JSPED.2020.21.4.04 Vol.21(No.4) 93-124, 2020

[Purpose] The purpose of this study was to investigate the perceptions of university students with physical disabilities and brain lesions regarding college life difficulties and support needs, and to suggest support plans and implications for their successful college lives. [Method] This study used a qualitative research design and individual in-depth interviews were conducted with 11 university students with physical disabilities and brain lesions. Each interview took about 1 hour, and the transcribed data after the interview were analyzed using the continuous comparative analysis method. [Results] As a result of the analysis, 2 categories, 6 themes and 37 sub-themes were derived. Depending on the research purpose, difficulties and support needs were classified into categories, and the themes were classified into physical barriers, attitudinal barriers, institutional barriers, support needs for physical barriers, support needs for attitude barriers, and support needs for institutional barriers. According to the results of the study, students with disabilities with physical or brain lesions have experienced a variety of physical barriers (e.g. difficulties in moving around school, accessing campus buildings and using facilities), attitudinal barriers (e.g. a lack of understanding and the inappropriate attitude of faculty and students without disabilities), and institutional barriers (e.g. insufficient time using helper program for students with disabilities), and stated systematic supports are required to overcome the barriers. [Conclusion] Based on the results, we discussed support plans and implications for a successful college life for students with physical disabilities or brain lesions.

Physical disabilities, Brain lesions, University students with disabilities, College life, Support needs, 지체장애, 뇌병변 장애, 장애대학생, 대학생활, 지원요구

박미혜 Park Mi-hye , 권순우 Kwon Soon-woo

DOI:10.19049/JSPED.2020.21.4.05 Vol.21(No.4) 125-154, 2020

[Purpose] The purpose of this study is to find out the current improvement tasks through elementary school teachers’ perception and experience for the desirable inclusive education of students with the hearing impairment. [Method] For this study, ten classroom elementary school teachers having experienced teaching students with hearing impairment in general elementary schools were participated in the study by using the method of individual in-depth interview. Based on the phenomenological approach, it’s to explore the meaning and nature of human experiences, the deep meanings contained within various phenomena. [Results] The results of this study are summarized as follows. First, in the elementary school teachers' perception of hearing impaired students, that was categorized into a four-step process that participants had positive perception and necessity of the full inclusive education for the hearing impaired students, but they experienced the limitation of teaching skills, so they felt to need the professional training. And also as the main teacher for hearing impaired students, they had tries many things for them but they recognized the limitation of supports for them. Through this process, it showed that participants hoped to be changed to be a better teacher for the hearing impaired students. Second, the improvement tasks of full inclusive education for students with hearing impairments were categorized into a four-step process. participants recognized that the most important thing for them was to improve communication ability, and to make communication place for improving social skills of the students with hearing impairment. [Conclusion] suggesting that there’s a need for the change of the teachers’ training system, supports of acceptance and standing alone for the hearing impaired children, national supports for qualified and stable special education, expanded professional personnel employment.

Hearing Impairment, Inclusion, Individual in-depth interview, 청각장애, 통합교육, 개별 심층면담

김경민 Kim Kyoung-min

DOI:10.19049/JSPED.2020.21.4.06 Vol.21(No.4) 155-189, 2020

[Purpose] Early intervention for infants with developmental delay has the advantage of preventing the deepening of disabilities and the various problems that result from them. For early intervention, various methods of support should be provided to families raising infant with developmental delay. Therefore, this study sought to find out what type and content of family support is needed by mothers raising infant with developmental delay and to find directions and specific methods for family support. [Method] For this purpose, 12 mothers of infant with developmental delay who are using child development centers and general hospital therapy service in D district participated in the study. In addition, in-depth interviews were conducted according to the in-depth interview guide. [Results] As a result, four major themes - diagnosis and discovery of disability, parenting, education and therapy, family relationships and the restoration of function - and ten sub-topics related to them were discovered. And the types of family support needs were divided into emotional, physical, financial and institutional support, and support for information provision. [Conclusion] Among the four types of family support, the needs for information provision was the highest. In particular, mothers wanted to get specific information from experts on parenting, education and treatment for their infant. Secondly, emotional support for the recovery of parenting stress and family relationships was high. Physical, financial and institutional support were required to improve the care system and voucher utilization methods with formal support provided by the state and local government.

Infant with developmental delay, Family support, Qualitative exploration, 발달지체 영아, 가족지원, 질적 탐색

이근용 Rhee Kunyong , 김화수 Kim Whasoo , 이상진 Lee Sangjin

DOI:10.19049/JSPED.2020.21.4.07 Vol.21(No.4) 191-212, 2020

[Purpose] This study aims to identify research trends and examine the corresponding implications through an analysis of intervention media, intervention techniques, and the social communication skills in a range of publications on social communication intervention for children with autism spectrum disorder (ASD). [Method] Forty-eight studies on social communication intervention of children with ASD published from 2009 to 2019 were included in the meta-analysis. [Results] A review of recent publication trends on this topic by year and type show that there was the highest number of publications in 2019, master’s thesis being more abundant than academic papers. Participant composition of the reviewed studies reveals that most case studies involved pre-school children with mild to moderate levels of autism, comprising a sample size of 1 or 3. As for the environment of intervention, the most common physical setting in which treatment took place was the therapy room. Treatment was typically administered by the researcher over the course of 11~15 or 16~20 sessions. The most popular media employed to achieve the objective of the interventions―improving participants’ social communication skills―were play activities, technology-mediated activities, and visual flashcards. The most adopted intervention methods were, in descending order, Augmentative and Alternative Communication (AAC), family-mediated intervention, social story intervention, and Milieu teaching. The ability to make requests was the target social communication skill in the majority of reviewed studies, with a substantial overlap with AAC. [Conclusion] An analysis of social communication evaluation criteria by intervention method demonstrates that AAC and social story intervention methods were mainly used to enhance the capability for making requests, while social story intervention and Milieu teaching were used to induce more spontaneous speech from children with ASD.

Autism Spectrum Disorder, Social Communication, Media, Intervention, 자폐범주성장애, 사회적 의사소통, 매체, 중재

이학준 Lee Hakjun , 이미경 Lee Mikyung

DOI:10.19049/JSPED.2020.21.4.08 Vol.21(No.4) 213-235, 2020

[Purpose] The purpose of this study is to explore the direction of Korean letter-knowledge education for students with autism spectrum disorder. [Method] A focus group interview was conducted for five special teachers with having experience in teaching Korean letter knowledge of students with autism spectrum disorders using online zoom. After transcribing the interview contents, an analysis was conducted based on the principles of universal design for learning(UDL). [Result] First, it is the direction of the principle of representation. When applying UDL for Korean letter knowledge teaching, it is necessary to provide discriminate stimulus or to use media that are frequently encountered in familiar environments. In addition, depending on the student's cognitive level, it is also possible to consider taking an AAC-based teaching and theme-based approach. Second, it is the direction of action and expression. When teaching Korean letter knowledge for students with autism spectrum disorders, it is necessary to provide physical activities using the five senses and modeling, computers, applying of the token economy system, and providing feedback according to the performance of students’ task. Third, it is the direction of participation-oriented. In order to teach Korean letter knowledge for students with autism spectrum disorders, students' favorite applications can be applied, or computer-based learning and augmented reality apps can be considered. [Conclusion] It is necessary to consider the principles and guidelines of UDL presented in the results when teaching Korean letter knowledge for students with autism spectrum disorders who are visual learner.

Korean letter knowledge education, Autism spectrum disorder, UDL Principle, special education teacher, 자모지식 교육, 자폐성장애 학생, 보편적 학습설계 원리, 특수교사