박찬웅 Park¸ Chan Woong , 구영주 Gu¸ Yeong Ju , 김현경 Kim¸ Hyun Kyung , 신주원 Shin¸ Ju Won

DOI:10.19049/JSPED.2021.22.3.01 Vol.22(No.3) 1-28, 2021

[Purpose] The purpose of this study was to analyze how the education budget is secured and is distributed for the implementation of special education policies in Korea by examining the special education budget and its changes in the Five-Year Plan for Special Education Development from the first to the fifth period. The study thus aimed to present an appropriate budget allocation and execution plan for future effective special education policies. [Method] Several papers were reviewed using the many academic research information services, and Special Education Annual Report from 1997 to 2020 of the Ministry of Education, the Five-Year Plan for Special Education Development, and the OECD Education Index were analyzed and compared. [Results] First, although the per capita special education expenses have been continuously increasing, they show irregular increases and decreases by province, with significant differences between them. Second, the special education budget has been steadily increasing compared to the GDP, total education budget, and public education budget. Third, the highest proportion of the total budget for special education consists of labor costs, as accounting for more than 50-60%. [Conclusion] To propose the policy directions according to the special education budget and to accurately evaluate the degree of policy implementation, a unified, clear, and more detailed standard is needed. Moreover, research should be continuously conducted to compare the finances of special education in developed countries and in Korea and to understand the national responsibility for special education and the degree of implementation of policies to improve the quality of special education.

Special education law for the disabled, Five-Year plan for special education development, Special education budget, 장애인 등에 대한 특수교육법, 특수교육발전 5개년 계획, 특수교육비 현황

김영석 Kim¸ Young Seok

DOI:10.19049/JSPED.2021.22.3.02 Vol.22(No.3) 29-54, 2021

[Purpose] The aim of this study was to analyze differences in COVID-19(COrona VIrus Disease-2019) stress, job stress, and job satisfaction depending on the characteristics of special education teachers(gender, school type, school level, and qualifications) and the effects of COVID-19 stress, job stress, and job satisfaction on psychological burnout. [Method] Survey data of 209 special education teachers who have taught students with intellectual disabilities during the COVID-19 pandemic were analyzed. Descriptive statistics, independent two-sample t-test, and one-way ANOVA were used to identify differences. And correlation analysis, multiple regression analysis, and hierarchical regression analysis were conducted to analyze the effects. [Results] First, there were significant differences in COVID-19 stress, job stress, and job satisfaction depending on the characteristics of special education teachers. Female teachers were higher in COVID-19 stress and job stress than male teachers. Special teachers in special class were higher in job stress than special teachers in special support center, and special teachers in special education support center were higher in job satisfaction than special education teachers in special class or special school. Special teachers in kindergarten were higher in COVID-stress and job satisfaction than special teachers in elementary or secondary school. Special education teachers who had qualifications(2nd) were higher in job satisfaction than special teachers who had qualifications(1st). Second, the correlations on psychological burnout were COVID-19 stress(r=0.155), job stress(r=0.649), and job satisfaction(r=-0.642), respectively. COVID-19 stress(β=0.102), job stress(β =0.396), and job satisfaction(β=-0.437) had significant effects on psychological burnout. Especially, job stress directly or indirectly affected psychological burnout mediating job satisfaction. [Conclusion] There were differences in COVID-19 stress, job stress, and job satisfaction depending on the characteristics of special education teachers, and COVID-19 stress, job stress, and job satisfaction directly or indirectly affected psychological burnout.

Intellectual disability, COVID-19 stress, Job stress, Job satisfaction, Psychological burnout, 지적장애, 코로나-19 스트레스, 직무스트레스, 직무만족도, 심리적 소진

이학준 Lee¸ Hakjun , 우정한 Woo¸ Jeonghan

DOI:10.19049/JSPED.2021.22.3.03 Vol.22(No.3) 55-69, 2021

[Purpose] The purpose of this study was to review the current status of research on special education during the COVID-19 pandemic in Korea. [Method] The research method was a quantitative research method. [Result] During the COVID-19 pandemic in Korea, special education had characteristics of non-face-to-face, non-contact, and social distancing. Most of the studies are related to online classes, while others are related to a variety of different topics. [Conclusion] The results of this study suggest that pending issues of special education should be prioritized during the COVID-19 pandemic. The most urgent task is to ensure effective classes for all special education students during the pandemic. This is a problem that all relevant parties, including teachers, students, and parents, must solve together.

Covid-19, Special education, Research topic, Research object, Research method, 코로나19, 특수교육, 연구대상, 연구주제, 연구방법

장지현 Jang¸ Jihyun , 박재국 Park¸ Jaekook , 김은라 Kim¸ Eunra

DOI:10.19049/JSPED.2021.22.3.04 Vol.22(No.3) 71-94, 2021

[Purpose] The purpose of this study was to explore the effects of special education teacher's sense of efficacy, Work-Life Balance on Teacher-Student Interaction and to provide the basic data necessary to present the future direction of program development to improve teacher’s sense of efficacy, Work-Life Balance, Teacher-Student Interaction. [Method] 251 special education teachers completed questionnaires. [Results] First, the level of special education teacher’s sense of efficacy is positive. Second, the level of Work-Life Balance of special education teacher is normal. Third, the level of Teacher-Student Interaction is positive. Fourth, among the variables influencing the Teacher-Student Interaction of special education teachers, general teaching efficacy and personal teaching efficacy, which are sub-factors of teacher efficacy, were found to have a significant positive effect. [Conclusion] Based on the results, we will use it as basic data to develop programs to improve the teacher efficacy, work-life balance, and level of teacher-student interaction of special teachers. Also it can be used as evidence when planning a counseling program for people having difficulties in teacher-student interaction.

Teacher’s sense of efficacy, Work-Life Balance, Teacher-student interaction, Special education teacher, 교사효능감, 일-삶 균형, 교사-학생 간 상호작용, 특수교사

최나리 Choi Nari

DOI:10.19049/JSPED.2021.22.3.05 Vol.22(No.3) 95-117, 2021

[Purpose] The purpose of this study was to identify the implications of education related to sustainable development pursued by the UN for special education. [Method] The sustainable development act of South Korea and documents related to education and goals for sustainable development were analyzed. [Results] The concepts of goals and education of sustainable development were reviewed. The implications of goals and education for sustainable development by the UN for special education were identified. [Conclusion] Suggestions for sustainable development goals and education for future research into special education are provided.

Sustainable development goals, Sustainable development education, Special education, 지속가능발전목표, 지속가능발전교육, 특수교육

권혜영 Kwon¸ Hey-young , 옥민욱 Ok¸ Min Wook

DOI:10.19049/JSPED.2021.22.3.06 Vol.22(No.3) 119-150, 2021

[Purpose] The purpose of this study was to investigate the overall experience and perceptions of distance learning among secondary special education teachers working at a special school for students with intellectual disabilities and identify the support needs to improve the quality of distance learning in the future. [Method] Individual in-depth interviews were conducted with eight secondary special education teachers who had taught remote classes for more than one semester at a special school for students with intellectual disabilities in Seoul. The interview data were analyzed using continuous comparative analysis. [Results] First, it was found that the teachers had no experience related to distance learning before the COVID-19 pandemic and experienced considerable pressure when using the unfamiliar teaching methods in the early stage. With the support of the school’s TF team to improve distance learning, they took various actions, such as reorganizing the curriculum, utilizing class materials, and organizing class activities, considering their students’ characteristics. For most distance learning, they used digital content for students to accomplish the tasks given. Second, the teachers reported the positive aspects of distance learning, such as enhanced teacher competency related to the use and production of digital content for distance learning and the students' experience of using new technology. However, most teachers perceived the existing distance learning environment to be inappropriate for students with intellectual disabilities. Moreover, the teachers believed that for successful distance learning, it was necessary to provide training on designing distance learning course, devleop a distance learning platform, produce educational content for students with disabilities, enhance collaboration, and adopt a community approach among teachers, reinforce teachers’ digital literacy competency, and support parents experiencing a significant burden. [Conclusion] In preparation for the post-COVID-19 era, an in-depth discussion of support plans for successful distance learning for students with disabilities is needed. Also, more specific policies and standards related to distance learning are required at the Ministry of Education and school levels. The results of this study can be used as foundation data for this purpose.

Distance learning, Secondary special education teachers, Special school, COVID-19, 원격수업, 중등특수교사, 특수학교

김유진 Kim¸ Yu Jin , 김정완 Kim¸ Jung Wan

DOI:10.19049/JSPED.2021.22.3.07 Vol.22(No.3) 151-174, 2021

[Purpose] Since language is a crucial indicator for development after early childhood, there is need to judge late talkers early on and track development so as not to cause secondary disabilities(specific language developmental impairment, learning disability, etc.). This study was conducted to examine changes in language development, expressive vocabulary, other expressions of communication, and social behaviors of late talkers through a group intervention with parent education. [Method] A total of 20 group intervention sessions were carried out with three late talkers three times a week and parent education was conducted eight times in total. As pre-test and post-tests, the Sequenced Language Scale for Infants (SELSI) and the Korean version of K M-B CDI, K M-B CDI, were performed to compare changes in language and expressive vocabulary improvement. To look at changes in other expression of communication and social behaviors, a questionnaire designed by this researcher was used. Changes in ways of communicating were analyzed using a mock checklist, and social behaviors were observed by a therapist. [Result] After intervention, improvements in overall language development and the vocabulary of children were found, and children who expressed opinions with exclamations and short words began to produce sentences with short words and two or three phrases. With the progression of the sessions, gestures and spoken language with gestures reduced, and the proportion of expressions using only spoken language increased. After intervention, negative behaviors, such as crying and taking things as a way of asking for tham. were reduced, and positive behaviors, such as helping and yielding improved. [Conclusion] This study demonstrates the positive effect of group intervention with parent education on language development, another expressions of communication, peer relationships, and social relationships of late takers. It is, moreover, anticipated that this study will make a contribution to research on diverse aspects of late talkers in addition to language and sociality and provide basic data for further research in the future.

Late talkers, sociality, language development, Group Intervention, Parent education, 말 늦은 아동, 사회성, 언어발달, 그룹 중재, 부모교육

강호연 Kang¸ Hoyeon , 서효정 Seo¸ Hyojeong

DOI:10.19049/JSPED.2021.22.3.08 Vol.22(No.3) 175-197, 2021

[Purpose] The purpose of this study was to examine the experiences of special education teachers at a special school while they established and implemented personal-centered plans that utilize the Supports Intensity Scale for children. [Method] Data were collected through meetings, interviews, and class logs from September to December 2020 and a case study was conducted. [Results] The students participated in their person-centered plan meetings and tried to reach their own goals with supports from special teachers and parents based on their strengths and aspirations. During this process, the priority for the special teachers to focus on in class was determined and both parents and students cooperated systematically with each other. The implications of implementing person-centered plans were as follows: (a) the person-centered planning placed the student at the center of the overall process from the beginning to the end, (b) stakeholders worked together to reflect the philosophy of person-centered planning in their own classes, and (c) there is still a long way to go in order to successfully implement person-centered plans. [Conclusion] When person-centered plans are applied at school sites, They should be harmonized with each student’s individualized education plan. In addition, flexible instructional designs and instruction reconstruction need to be considered.

Person-centered planning, Individualized support plan, Special education teacher, Case study, 개인중심계획, 개인지원계획, 특수교사, 사례연구

이미경 Lee¸ Mikyung , 홍정숙 Hong¸ Jeongsuk , 홍성욱 Hong¸ Seongwook , 문동오 Moon¸ Dongoh

DOI:10.19049/JSPED.2021.22.3.09 Vol.22(No.3) 199-234, 2021

[Purpose] This study was to examine the trends of vocabulary intervention research by conducting keyword network analysis. [Method] To investigate the research trends of vocabulary intervention, 78 articles related to vocabulary intervention were collected from the databases of the Academic Research Information Service and the Korean Journal of Citation Index. After keyword refinement was perfomrmed using textome, the keyword frequency, weight, term frequency-inverse document frequency, and keyword co-occurrence frequency (N-gram) were analyzed. [Results] First, 2011 and 2016 were identified to be years in which vocabulary intervention was most active. The journal with the most articles related to vocabulary intervention was Journal of speech & hearing disorders. Moreover, vocabulary intervention was found to be performed was found mostly with infants and lower elementary school students. Second, the keywords “vocabulary improvement” and “children” showed the highest frequency among 172 major keywords related to vocabulary intervention. As a result of the TF-IDF analysis of lexical intervention keywords, “children” was found to have the highest number, followed by infants. As for the frequency of N-gram (co-appearance), the analysis indicated that “vocabulary improvement and children”, “children with language development delay and vocabulary improvement”, and “vocabulary improvement” appeared simultaneously in the highest order. Third, as a result of the network centrality analysis, a total of eight groups were derived. In each group, related keywords were aggregated by subject. [Conclusion] This study, which objectively analyzed the trends of vocabulary intervention-related research, can be used as basic data to explore the direction of vocabulary intervention-related research in the future.

Vocabulary intervention, Keyword network analysis, Research trends, 어휘 중재, 키워드 네트워크 분석, 연구 동향