김태영 Kim Taeyoung

DOI:10.19049/JSPED.2021.22.1.01 Vol.22(No.1) 1-22, 2021

[Purpose] The purpose of this study was to review research studies targeting for infants and toddlers at risk and with disabilities from 2016 to 2020 and compare the findings with those of previous research synthesis(Cho, et al., 2016; Kim, 2014). [Method] Using search engine and websites of related journals, a total of 114 studies was found as appropriately met the purpose of this study and the inclusion criteria. [Results] First, the outcome of this study presented that the analyzed studies were published at similar rates of each year from 2016 to 2020. As the result of researcher trend, 48.2% of the studies was found to be two authors involved and 21.9% of them was to be single author involved. Second, 48.2% of the studies have adults’ participation and 28.9% of them have infants and toddlers.’ And the most popular research topics were ‘Development and behaviors(22.8%)’ and ‘Early intervention and related services(21.9%).’ And the analyzed studies used survey research(24.6%) and research synthesis(21.1%) in the highest rate. Third, independent and dependent variables of Experimental studies(12) and single subject studies(8) were analyzed as follows. The most popular IV was parents education program and DV was interaction and parenting efficacy for experimental studies. For SSD studies, each of IV was different and the most popular DV was social interaction. Forth, the findings of this study compared with them of previous research synthesis(Cho, et al., 2016; Kim, 2014). The previous research synthesis have mostly infants and toddlers as the participants, which was different findings of this study. These two studies have ‘Development and behaviors’ as the most popular research topics, which was the same finding of this study. These two studies also have similar trends in that they used survey research following diagnostic research as research methods. [Conclusion] This study and two previous research synthesis have different inclusion criteria and framework of analysis and thus it would be meaningful if future research synthesis compare with previous ones with the same inclusion criteria and framework of analysis.

Special needs, At risk, Infants and toddlers, Research synthesis, Comparing analysis, 장애, 장애위험, 영아, 연구동향, 비교분석

이주화 Lee Ju-hwa

DOI:10.19049/JSPED.2021.22.1.02 Vol.22(No.1) 23-50, 2021

[Purpose] This article aims to review and critically examine social constructionist disability studies, focusing on the characteristics of relativism and anti-realism that are the representative characteristics of social constructionism. [Method] Social constructionist disability studies with typically relativistic and anti-realistic characteristics were selected and analyzed in detail. [Result] By denying the absolute and objective Truth and emphasizing the possibility of alternative perspectives, the relativistic epistemology on which social constructionism is based appears to be liberating. However, it is hard to avoid the criticism that "anything goes", and relativism eventually faces a political and ethical dilemma. Poststructuralist disability studies analyze how subjects with impairments are materialized and naturalized through the regulatory practice of power, which reveal their anti-realistic characters. Poststructuralists emphasize that they do not deny materiality but they do not discuss this in detail, and instead of improving reality and presenting effective alternatives, they demonstrate the limitation of remaining only as observers and commentators. They criticize the disability movement that advocates identity politics on the basis of impairment and emphasize the deconstruction of identity. [Conclusion] To overcome the problem of oppression and discrimination against disabled people, predicaments due to impairment should be considered, which should be combined with the efforts to eliminate socioeconomic, psychological, and cultural barriers. Disabled people should be the subject of this whole process.

Social constructionism, Relativism, Anti-realism, Poststructuralism, Social model of disability, 사회구성주의, 상대주의, 반실재론, 후기구조주의, 장애의 사회적 모델

김유리 Kim Yu-ri , 표윤희 Pyo Yunhui , 서민경 Suh Minkyung , 조당을 Cho Dangeul

DOI:10.19049/JSPED.2021.22.1.03 Vol.22(No.1) 51-78, 2021

[Purpose] This study aims to understand and explore subjective experiences and perceptions of disability service providers regarding discussions on sexuality and sexuality education, as well as any issues that they believe are important in such matters. [Method] Ten disability service providers participated in semi-structured interviews. Due to the COVID-19 pandemic, all interviews were conducted via webcam using a video-conferencing platform. Data were transcribed and then coded for themes as part of a thematic analysis. [Results] Nine sub-themes under four themes emerged from the data: the nature of sexuality and love, attitudes to sexuality and love, sexuality education practices and related support, and support for needs relating to sexuality education. This study concluded that disability service providers understand individuals with developmental disabilities to be sexually motivated and have sexual needs and desires regardless of their disability. Disability service providers plan, coordinate, and deliver sexuality education in collaboration with other professionals, but they do not feel supported in the workplace. They also stressed the importance of including a wide range of topics, such as intimate relationships, marriage, and having children. Given the sensitive nature of the topic, disability service providers thought that it was more important that parents should be motivated to improve sexuality knowledge and attitudes toward sexuality. [Conclusions] The identification of these themes highlights the significance of understanding disability service providers’ perception and the need to facilitate support system and program development.

Sexuality education, Developmental disability, Sexuality, Intimate relationship, Qualitative study, 성교육, 발달장애인, 성, 친밀한 관계, 질적연구

박경옥 Park Kyoung Ock , 김지연 Kim Jiyeon

DOI:10.19049/JSPED.2021.22.1.04 Vol.22(No.1) 79-107, 2021

[Purpose] This study examines the differences between the latent means of emotional labor, psychological burnout, instructional efficiency, and social support in special education teachers, depending on the school level at which they are employed (i.e., preschool, elementary & secondary). [Method] We analyzed online survey data involving 695 special education teachers nationwide. Descriptive statistics were employed, and a correlation analysis was conducted. We then confirmed whether variables measuring the level of emotional labor, psychological burnout, instructional efficiency, and social support were latent variables. A latent mean analysis was conducted to determine whether there is any differences between the latent variables for each group of special education teachers. [Results] First, surface acting of emotional labor was significantly more common in preschool teachers than in secondary teachers. Second, in terms of emotional exhaustion in psychological burnout, preschool and elementary teachers were higher than secondary teachers and showed a moderate effect size. On the other hand, in terms of psychological burnout, personal achievement was lower in secondary teachers than in elementary teachers. Third, in terms of student guidance efficiency and work relationship efficiency, preschool and elementary teachers were lower than those seen in secondary teachers. Fourth, in terms of emotional and information support, preschool and elementary teachers had less support than secondary teachers. [Conclusion] Using the results of the study, differences between emotional labor, psychological burnout, instructional efficiency and social support in special education teachers at different school levels were discussed. Suggestions regarding the preparation of support policies for special education teachers of the future were also made.

Special education teachers, Emotional labor, Psychological burnout, Instructional efficiency, Social support, 특수교사, 감정노동, 심리적 소진, 교수효능감, 사회적 지지

박찬웅 Park Chan Woong , 박정식 Park Jung-sik , Wang Xianhao

DOI:10.19049/JSPED.2021.22.1.05 Vol.22(No.1) 109-134, 2021

[Purpose] The purpose of this study is to present a plan for the development of inclusive education in China by analyzing the needs and perceptions of support for inclusive education in China. [Method] To achieve the purpose of the study, inclusive education teachers, general teachers, and special teachers located in China were selected as subjects for the study, and a survey was conducted via e-mail. [Results] First, in terms of human factors, teachers had a strong desire for research on inclusive education to be conducted in order to improve the quality of teaching at the general school level. Second, in terms of environmental factors, teachers were intent on planning and using various educational tools when teaching the disabled. Third, in terms of administrative and financial factors, teachers understood the need for planning and family support at the education office level. Fourth, in terms of social and cultural factors, teachers were highly regarded as regular students at the general school level. It is highly recognized that parental education related to inclusive education for parents should be conducted. [Conclusion] The findings support efforts to train special education teachers through incentive policies and the preparation of policies relating to inclusive education, a system of legal guarantees, and teacher training. In addition, it is thought that a deeper understanding of inclusive education should be encouraged.

China, inclusive education, Special teachers, General teachers, Needs and perceptions, 중국, 통합교육, 특수교사, 일반교사, 요구와 인식

이미경 Lee Mikyung , 이학준 Lee Hakjun

DOI:10.19049/JSPED.2021.22.1.06 Vol.22(No.1) 135-160, 2021

[Purpose] The purpose of this study is to explore the direction of Korean letter knowledge education for students with intellectual disabilities. [Method] To this end, on November 4, 2020, an intensive interview was conducted focusing on five special teachers who have experience in teaching students with intellectual disabilities' Korean letter knowledge using online zoom. After transcribing the interview contents, the analysis was conducted based on the principles of universal design for learning. [Result] the results are as follow. First, it is the direction of the principle of representation. In order to select a variety of cognitive methods, concrete objects such as pencils, crayons, and cookies were provided to attract students' attention, so that they could learn them first while making shapes. Singing along familiar songs, reading and singing lyrics over and over again, promotes understanding. Second, it is the direction of action and expression. By providing a physical expression method, special teachers let the students with intellectual disabilities type the keyboard themselves. In addition, word cards were used, or they looked at the shape of the teacher's mouth to imitate it. In addition, magnetic plates were used to discriminate between letters, and board markers were used to read large children's books. Third, it is the direction of engagement. Korean letter knowledge were educated by memorizing the names of family members, friends, teachers, and singers by providing a variety of interesting options. In addition, it is effective to provide compliments, reinforcement, and ways to prevent failure, and to evaluate the child's sense of accomplishment through games or play. [Conclusion] The direction of Korean letter knowledge education for students with intellectual disabilities should be considered by applying a UDL-based education program that provides various representations, action, expressions and engagement However, it is necessary to consider the development of programs reflecting the characteristics of students with intellectual disabilities when proceeding with this.

Korean letter knowledge education, Intellectual disabilities, UDL Principle, special education teacher, 자모지식 교육, 지적장애 학생, 보편적 학습설계 원리, 특수교사