이학준 Lee Hakjun , 권욱동 Kwon Wookdong

DOI:10.19049/JSPED.2021.22.2.01 Vol.22(No.2) 1-14, 2021

[Purpose] This study aimed to explore the direction of inclusive physical education in the context of the Covid-19 pandemic. [Method] Research literature related to inclusive physical education in the pandemic context was analyzed. [Results] Features of inclusive physical education in the pandemic context include non-contact, social distancing, and online classes. Therefore, the following suggestions are made. First, it is inclusive physical education to consider emotion and move beyond rationality and purely quantitative approaches. Second, eSports literacy―the ability to play and enjoy eSports―should be encouraged. Third, universal design for learning (UDL) should be applied in inclusive physical education for all students. [Conclusion] For physical education to be truly inclusive for all students, the suggestions advanced here should be adopted in the context of the Covid-19 pandemic.

Covid-19, Inclusive physical education, Emotional inclusive physical education, UDL, 코로나19, 통합체육, 감성의 통합체육, 보편적 학습설계

김우리 Kim Woori , 옥민욱 Ok Min Wook

DOI:10.19049/JSPED.2021.22.2.02 Vol.22(No.2) 15-44, 2021

[Purpose] This study aimed to investigate special and general educators’augmented and virtual reality(AR·VR) usage, perceptions, and Technology Pedagogical Content Knowledge(TPACK) levels. It also aimed to compare TPACK levels between the two types of teachers and between experienced and non-experienced teachers. [Method] A total of 317 participants including 127 special educators and 190 general educators were surveyed on their experience and perceptions of using AR and VR and on their TPACK levels. Questionnaire responses were analyzed using frequency analysis, multiple response analysis, independent sample t-tests, and two-way analysis of variance. [Results] Neither special nor general educators were found to make substantial use of AR·VR. Where they did use AR·VR, special educators used it mostly for career and occupational purposes, and general educators used it mostly for teaching subject content. Both special and general educators reported that they lacked knowledge and ability regarding the use of AR·VR, and the lack of AR·VR devices was one of the biggest barriers to using the technology. No significant difference was found between teacher types in any TPACK area, but there were significant differences between teachers with and without experience in AR·VR in all TPACK areas. [Conclusion] To support the effective use of AR·VR by teachers, opportunities to gain experience in using AR·VR must be provided, as well as training aimed at helping them integrate AR·VR into their teaching. Considering the special needs of students with disabilities, differentiated training should be provided to special educators.

Special educator, General educator, Augmented Reality, Virtual Reality, TPACK, 특수교사, 일반교사, 증강현실, 가상현실

김동규 Kim Dongkyu , 우정한 Woo Jeonghan

DOI:10.19049/JSPED.2021.22.2.03 Vol.22(No.2) 45-74, 2021

[Purpose] This study aimed to investigate the perceptions and needs of special education teachers who teach SW education for students with disabilities for effective SW education. [Method] A questionnaire survey was conducted on 153 special education teachers through an online method. Response results were analyzed by frequency analysis and χ²-tests. [Results] First, the perception of special education teachers about the purpose, domain, and background knowledge of SW education for students with disabilities were generally high, but the teachers' ability to teach SW education was somewhat low. And the teachers' perception of the necessity of SW education, AI education, and Maker education for students with disabilities was high, and it was perceived that SW education had a positive effect on improving the ICT abilities, career search and sociality of students with disabilities. In addition, the organization of the SW curriculum, teacher training, and policy support were perceived as relatively appropriate, but the general or negative perception was high in SW education operation, difficulty, and development·distribution of materials. Second, regarding the needs for SW education for students with disabilities, development·distribution of SW education materials and teaching competency are required and it was perceived that it was appropriate for the SW education to be conducted by a teacher in charge of the ICT subject. [Conclusion] For effective SW education for students with disabilities, implications were suggested based on the perceptions and needs of special education teachers.

SW education for students with disabilities, Perception of special education teachers, Needs of education special teachers, 장애학생 SW교육, 특수교사 인식, 특수교사 요구

한경근 Han Kyoung Gun , 박윤정 Park Youn Jung , 이윤우 Lee Yun Woo

DOI:10.19049/JSPED.2021.22.2.04 Vol.22(No.2) 75-103, 2021

[Purpose] This study aimed to develope a restructuring framework for the special education school system in Gangwon-do based on the specific needs and conditions of the region. Restructuring implementation plans were also explored. [Method] A survey of teachers and parents were conducted, and local special education professions were interviewed in-depth to refine the relevant issues, needs, and potential directions. A model was developed as a framework for the overall school system restructuring, and the model was reviewed through consultation with seven experts. [Results] First, the necessity of curriculum in consideration of improvements in the school's physical environments and of student's needs and conditions was recognized. It was also emphasized that changes to the operating system should be appropriate to the characteristics of each school and to the main focus, roles, and functions of education. Second, the model addressed three areas: curriculum, decision-making, and physical environment for restructuring. The model’s features included customized curriculum for students, specialization of special education schools’ operating system, establishment of education clusters within the community, and establishment of barrier-free environments and learner-centered spaces. Action plans for applying this model to two special schools in Chuncheon were presented. [Conclusion] Focusing on the meaning of the model, the innovative change of the special school system, the generalization of the model, and reinforcement of the delivery and support system for special education were discussed.

Special education school, Restructuring model, Model development, Restructuring plan, 특수학교, 재구조화, 모델 개발, 재구조화 방안

고인경 Koh Inkyung , 신선아 Shin Suna , 윤병천 Yoon Byungcheon

DOI:10.19049/JSPED.2021.22.2.05 Vol.22(No.2) 105-124, 2021

[Purpose] This study aimed to analyze the creation background and morphophonological characteristics of name signs for Deaf people and hearing people. [Method] 120 hearing people aged 20-69 years were video interviewed. Interview data was subsequently analyzed. [Results] Phonological analysis revealed that both men and women expressed name signs with one hand rather than both hands. The analysis identified 19 types of one-handed name signs for men and 18 types of one-handed name signs for women. Men and women were found to use different hand shapes. In two-handed name signs for men, 6 types of right-hand shapes and 3 types of left-hand shapes were found, while 3 types were found in which both hands had the same shape; 5types of right-hand shapes and 3 types of left-hand shapes were found for women. A total of 17 location was found, with 10 locations only applying to men, and 3 locations only applying to woman. While name signs were mainly expressed in facial detail, it was not expressed on the face when moving both hands. In terms of movement types were found on the fingers, 3 on the wrist, and 9 on the arms, with arm movement being observed most often in both men and women. Morphological analysis revealed gender markers in both men and women, although these appeared more clearly in women. The analysis identified 8 types of name signs meaning (last name, First name, Full name, appearance, characteristic, job, etc., complex), and 'appearance' was the most frequent. As for the meaning of the name signs, 'positive' was the most common for both men and women. The creation background analysis revealed that name signs were created for both men and women in their twenties, and most name signs were created within a day. Name signs were created at work, place of worship, and KSL academies, and their frequency varied according to age. [Conclusion] Similarities and differences between the results of this study and those of previous studies were discussed, and future research directions were suggested.

Name signs, Gender distinction, Korean sign language, Deaf community, Hearing person, 수어 이름, 성별 표지, 한국수어, 농사회, 청인

고경희 Kounghee Koh , 백은령 Eun Ryoung Paik

DOI:10.19049/JSPED.2021.22.2.06 Vol.22(No.2) 125-151, 2021

[Purpose] [Method] This study analyzed the 139 haptic signals in “Haptic Signals: 139 new and known signals” to investigate the frequency of use of Danish haptic signals by subject, the locations in which signals are given, handshapes, and the use of Danish sign language. [Result] Results were as follows. In terms of subject, 43 words were related to persons, 18 were related to rooms and surroundings, 11 were related to color, 16 were related to food and beverage, 9 were related to computers and smartphones, and 5 were related to medical care. The remaining 37 words were related to other signals. A total of 67 circumstantiation words were identified. In terms of location, 63 words were given on the back, 51 words were expressed on the arms, 19 words were given on the shoulders, and 6 words were expressed on the back of the hands placed on the legs. In terms of handshapes were found, with type 1, type 9, and open-palm handshapes being the most frequently used. A total of 33 words reflecting the handshape forms and direction of Danish sign language. [Conclusion] The study’s results indicate the need for further research on Korean haptic signals, particularly regarding the identification of words worth borrowing for use in Korean haptic signals. Studies comparing the handshape patterns of various countries’ haptic signals are also required.

Danish haptic signals, tactile signals, deaf-blind, hearing and vision impairments, 덴마크 햅틱시그널, 촉각 신호, 농맹인, 시청각장애인

김영익 Kim Yeung-ik , 권순우 Kwon Soon-woo

DOI:10.19049/JSPED.2021.22.2.07 Vol.22(No.2) 153-180, 2021

[Purpose] This study is a single-subject longitudinal study observing changes in sign language, spoken language, and syntax development and use of sign language, spoken language, sign language + spoken language used at home and daycare centers in children with hearing impairments in a bilingual environment with deaf parents. . Since there is a possibility of using or using sign language and spoken vocabulary in children with hearing impairments in a bilingual environment and in subsequent communication situations, this study aims to help with the importance of and early language development education for children with hearing impairments in the educational field. [Method] For children with hearing impairments in a bilingual environment, the development of sign language and spoken vocabulary and part-of-speech development at homes and day care centers where communication situations were held from September 03, 2018 to January 10, 2020 were confirmed by standardized tests. The average length and change of use by means were taken with observation cameras for 7 sessions before and after 2 months and analyzed by analysis of spontaneous speech and observation record table. [Results] First, the vocabulary development of sign language and spoken language reached the level of children of the same age. It was 81.4% with 57 points for nouns, 95.0% with 19 points for verbs, and 40.0% with 4 adjectives. Second, the average length of phrases was from sign language, session 1. 14 to 7.96, and spoken language 1 session 0.92 (-2SD) to 7 session 3.02. Third, the change in usage rate in bilingual environment families was in the order of sign language 77%, sign language + spoken language 23%, and spoken language 0%. In daycare centers, spoken language 95%, spoken + spoken language 5%, and signed language 0%. [Conclusion] Hearing-impaired children used sign language and spoken language effectively in the vocabulary development of sign language and spoken language, syntax development, and bilingual environment. Therefore, it is considered that the strategy of approaching language guidance for children with hearing impairments in a bilingual environment with various comprehensive language guidance methods that can promote the development of sign language and spoken language in their first language is essential.

Hearing impairment, Language development, Bilingual, Longitudinal study, 청각장애, 이중언어 환경, 언어발달, 종단연구

서유경 Seo Yookyung , 안성우 Ahn Seoungwoo

DOI:10.19049/JSPED.2021.22.2.08 Vol.22(No.2) 181-201, 2021

[Purpose] This study aimed to examine the effect of self-efficacy on life satisfaction of individuals who are deaf and hard-of-hearing and to verify the mediating effect of interpersonal relationships on relation between self-efficacy and life satisfaction. [Method] We extracted data for 278 deaf and hard-of-hearing individuals from the second-wave data of the 2019 Panel Survey of Employment for the Disabled. The extracted date was then analysed using SPSS 26.0. [Results] First, self-efficacy, interpersonal relationships, and life satisfaction of deaf and hard-of-hearing individuals were found to be above the Panel Survey’s median values. Second, self-efficacy, interpersonal relationships, and life satisfaction were found to be positively correlated. Third, self-efficacy had a significant impact on life satisfaction of deaf and hard-of-hearing individuals and the partially mediating effect of interpersonal relationships was verified on relation between self-efficacy and life satisfaction. [Conclusion] Since self-efficacy of deaf and hard-of-hearing individuals not only directly affects life satisfaction, but also has an indirect effect through interpersonal relationships, both self-efficacy and interpersonal relationships should be enhanced to increase life satisfaction.

Deaf and hard-of-hearing, Self-efficacy, Interpersonal Relationship, Life satisfaction, Panel survey of employment for the disabled, 청각장애, 자기효능감, 대인관계, 삶의 만족도, 장애인고용패널

홍성은 Hong Sung-eun , 이현화 Lee Hyunhwa

DOI:10.19049/JSPED.2021.22.2.09 Vol.22(No.2) 203-231, 2021

[Purpose] The purpose of this paper is to describe the procedure of making 500 Korean Sign Language (KSL) example sentences for the Korean Sign Language Online Dictionary, which were compiled by the National Institute of Korean Language. This dictionary is mainly used for sign language learning, but its use was limited because the semantic information of sign language was not sufficiently described. To improve this, 500 KSL example sentences for 125 entries were added to the dictionary. [Method] We first provide background information, such as the purpose of example sentences in dictionaries, and about the different types of example sentences. Thereafter, we explore how other sign language dictionary compilers abroad have created example sentences. [Results] We then explain how we produced authentic example sentences taken from the KSL Corpus, how we edited examples, and how we constructed example sentences. Finally, we introduce our principles and guidelines, which we developed to produce example sentences with the same consistent quality. [Conclusion] It is the first time that a KSL sign language dictionary provides so many example sentences. It is expected these example sentences will have an impact on sign language lexicography.

Korean Sign Language, Dictionary, Example sentences, Corpus, 한국수어, 사전, 용례, 말뭉치

김병하 Kim Byung Ha

DOI:10.19049/JSPED.2021.22.2.10 Vol.22(No.2) 233-251, 2021

이미경 Lee Mikyung , 이학준 Lee Hakjun

DOI:10.19049/JSPED.2021.22.2.11 Vol.22(No.2) 253-282, 2021

[Purpose] This study aimed to explore the teaching direction of emergent literacy through a universal design for learning (UDL) principle-based analysis of the experiences of special-education teachers involved in early literacy teaching of students with developmental disabilities. [Method] Six elementary special-education teachers experienced in emergent literacy teaching of students with developmental disabilities were interviewed in January and February 2021. The interviews were transcribed, and an analysis was conducted based on UDL principles. [Results] First, regarding the UDL principle of representation, it is possible to consider teaching using printed materials, teaching using media, teaching for improving representational ability, teaching considering transfer and generalization, teaching through linkage with subject content, and teaching through within-stimulus prompts. Second, regarding the UDL principles of action and expression, it is possible to consider teaching focusing on experiences and activities, communication using ICT, and teaching for real-life applications. Third, regarding the UDL principle of participation, it is possible to consider interest-oriented teaching, teaching for self-directed learning, providing achievement-oriented feedback, and teaching using prior knowledge. [Conclusion] In emergent literacy education for students with developmental disabilities, it is necessary to develop UDL-based educational programs that provide for various representations, behaviors, expressions, and participation.

UDL principles, special education teachers, emergent literacy, 초기문해, 발달장애 학생, 보편적 학습설계 원리, 특수교사