이학준 Lee Hak-jun

DOI:10.19049/JSPED.2021.22.4.01 Vol.22(No.4) 1-15, 2021

[Purpose] This study aimed to explore the philosophical implications of our food in inclusive physical education. [Method] To this end, I examined the philosophy underlying certain Korean dishes and explored their implications for inclusive physical education. [Results] In inclusive physical education, I can learn form the philosophical implications that underlie kkakdugi, bibimbap, and gomtang. Of course, philosophical implications could be found in our foods, and those other food might be explored in later studies. kkakdugi, bibimbap, and gomtang teach togetherness, harmony and patience, respectively. First, kkakdugi possesses a philosophy of being together, which implies that we can play in a group without fear of exclusion or alienation. Second, bibimbap possesses a philosophy of harmony; this dish reveals the aesthetics of harmony through the mixture of ingredients to create a unique taste. Third, gomtang possesses a philosophy of patience; it is necessary to wait for other team members to show their abilities in inclusive physical education. [Conclusion] These three philosophies can be applied in e-sports. The philosophy of togetherness, harmony, and patience may have useful application in inclusive physical education and e-sport.

Inclusive physical education, Kkakdugi, Bibimbap, Gomtang, Esports, 통합체육, 깍두기, 비빔밥, 곰탕, e스포츠

서보순 Seo Bo-soon , 이지경 Lee Ji Kyung

DOI:10.19049/JSPED.2021.22.4.02 Vol.22(No.4) 17-42, 2021

[Purpose] This study is aimed to examine the contents of music interventions for young children with special needs and to verify the intervention effect size. Furthermore, the study hopes to present useful information and basic guidelines that can be referenced when composing a music intervention program or conducting future research on children with special needs. Music is included as a component of the curriculum for young children in various ways, and it is used as an intervention tool in the field. However, the contents and effect sizes fo music intervention are not known in detail. Therefore, this study aimes to verify the details and effect sizes of music interventions by comprehensively reviewing the literature published in domestic journals between 2005 and 2020. [Method] Nine studies were selected through a literature review, five group studies and four single-subject studies were analyzed to categorize the detailed intervention contents. Moreover and the effect size (Hedge's g and Percent Non-overlapping Data, PND) were calculated to verify the effectiveness of the interventions and the relationship between the intervention durations and the effect sizes was also examined. [Results] Through in-depth analysis, the overall contents of music interventions conducted in group and single-object studies were reported. The effect sizes of music intervention for young children with disabilities turned out to be very large. However, there was no clear relationship between intervention durations and effect sizes. [Conclusion] The significance of this study would be great if it could be applied more systematically to the field of music for children with special needs, which would re-illuminate the various perspectives found in this study.

Young children with special needs, Music Intervention, Effect size, Domestic journals, Literature study, 장애유아, 음악중재, 효과크기, 국내 학술지, 문헌연구

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

DOI:10.19049/JSPED.2021.22.4.03 Vol.22(No.4) 43-67, 2021

[Purpose] The purpose of this study is to reveal the difference in the perception and satisfaction of integrated education between kindergarten teachers and special teachers according to the type of placement of special teachers in the integrated kindergarten class. [Method] In order to achieve the purpose of this study, a survey was conducted on kindergarten teachers and special teachers in charge of integrated kindergarten classes through online SNS(Social Network Service) using Google questionnaires. The surveyed data were averaged and standard deviation, F-test and post-hoc test and t-test according to the purpose of the study. [Results] First, there was no significant difference in the perception and satisfaction of integrated education among kindergarten teachers Second, full-time special teachers showed higher satisfaction with integrated education than part-time special teachers. Third, in both full-time integrated classes and part-time integrated classes, special teachers showed higher understanding and effectiveness of integrated education, recognition of cooperative classes, and management of integrated classes than kindergarten teachers. [Conclusion] Both kindergarten teachers and special teachers have high levels of perceptions of integrated education, but they have difficulties in cooperative professors, so they need to create a culture to communicate and cooperate with each other, to strengthen and support the competence of cooperative professors. In addition, integrated education considering non-disabled young children, reduction of the number of young children per class, and reduction of work are also required. In addition, active and systematic special education support is required through the establishment of new special classes and the establishment of integrated kindergartens for integrated classes where special teachers are not assigned.

Kindergarten, Integrated Education, Integrated Kindergarten, Awareness, Satisfaction, Type of placement of special teachers, 유치원, 통합교육, 통합유치원, 인식, 만족도, 특수교사 배치 유형

강영모 Kang Youngmo , 손승현 Son Seung Hyun , 정광조 Jung Kwang Jo

DOI:10.19049/JSPED.2021.22.4.04 Vol.22(No.4) 69-98, 2021

[Purpose] This study investigated the experiences and support needs of special education teachers regarding positive behavior interventions and supports (PBIS) in special schools. [Method] The participants were nine special education teachers working at a special school in Seoul. A focus group interview (FGI) was conducted with these participants. The FGI was carried out for approximately two hours on Zoom, recorded, and transcribed. The data were analyzed using thematic analysis, a qualitative research method. [Results] Four domains, “Teacher competency,” “Parental cooperation,” “School system,” and “Policy and institution,” as well as nine categories and 22 meaning units were derived through thematic analysis. The detailed contents were described, focusing on the difficulties experienced by special education teachers and the support requests they have made due to unexpected situations. [Conclusion] School-wide PBIS could be implemented faithfully and meaningfully with the teachers’ receptive attitude, parental cooperation, collaboration among school administrators, and a supportive system.

Special school, Positive behavior interventions and supports (PBIS), Perceptions and support needs, Focus group interviews (FGI), 특수학교, 긍정적 행동중재와 지원(PBIS), 경험과 지원요구, 포커스 그룹 인터뷰(FGI)

박경란 Park Kyungran

DOI:10.19049/JSPED.2021.22.4.05 Vol.22(No.4) 99-122, 2021

[Purpose] This study aimed to find implications for setting the direction of educational support for deaf-blind students in Korea by analyzing the present condition and educational status of deaf-blind students in Japan. [Method] To this end, policy data on the deaf-blind from the Japanese Ministry of Education, Culture, Sports, Science, and Technology were analyzed. Laws related to special support education and learning guidelines for special support schools were also analyzed. [Results] First, in Japan, no legal definition of ‘deaf-blind’ has been established, and the term ‘deaf-blind (Mourou)’was being used. Among the 14,000 deaf-blind people in Japan, 555 are estimated to be school-aged. The percentages of ‘low vision and hard of hearing impaired’ or ‘blind and hard of hearing impaired’ students were higher than the percentage of ‘deaf-blind' students, and a high percentage of students had other disabilities apart from deaf-blindness. Second, Japan finds disabilities through ‘infant and child health screening’and ‘school enrollment health screening'. Moreover, Japan emphasizes a connected support system through cooperation in related fields, such as health, welfare, and education. When a disability is found through screening, an ‘individual support plan’ is established to counsel and support the disabled person. If the person is of school age, this plan is converted to an ‘individual education support plan’ and support services are provided by special support schools. Third, in Japan, the curriculum for deaf-blind students requires additional ‘self-reliance activities’ along with an education equivalent to the general curriculum. In particular, considerations for the selection and use of communicative means are specified in the ‘communication’ part of the‘self-reliance activities'. To foster the expertise of the teachers of deaf-blind students, the Japanese‘National Institute of Special Needs Education’ offers and annual workshop, and the ‘National Research Society for Deaf-blind Education’ has been established to share cases of deaf-blind education practices. [Conclusion] Based on the research results, implications were found regarding the diagnosis and evaluation of deaf-blind students, educational placement, the organization and implementation of the curriculum, and the development of teacher expertise.

Deaf-blind, Deaf-blind students, Education for the deaf-blind, Japan, 시청각장애, 시청각장애학생, 시청각장애교육, 일본

김영준 Kim Youngjun , 김화수 Kim Whasoo

DOI:10.19049/JSPED.2021.22.4.06 Vol.22(No.4) 123-153, 2021

[Purpose] The purpose of this study was to verify the effect of multiple job exploration learning strategies through computer-based pictures and language combinations on cooking job skills of adults with ID living in group homes. [Method] The study participants consisted of three adults with ID who have been living in the group home for a year without employment. The experimental environment consisted of a learning room in the group home and a cooking room in the restaurant business. In the study design, multiple probe design across participants technique of a single subject study was used, and the experimental conditions consisted of four types: baseline, intervention, maintenance, and generalization. The intervention program composed of independent variables can be viewed as computer-based online contents, and includes a procedure for multiple exploration of the performance of cooking job skills by combining pictures and languages. The cooking job skills consisting of dependent variables is defined as the performance of cooking fish cake udon directly in the cooking room of a restaurant with fish cake udon as a menu, and it was also composed of a total of 10 sub-steps through task analysis. [Results] It was found that the three participants effectively acquired and generalized cooking job skills through intervention programs. [Conclusion] Through the above results, it was possible to conclude that the meaningful functional relationship between the independent variable and the dependent variable is valid.

Multiple job exploration learning strategies, Group homes, Intellectual disabilities, Cooking job skills, Single subject research, 다중 직무 탐구 학습 전략, 그룹홈, 지적장애인, 조리직무기술, 단일대상연구

이한나 Lee Hanna , 윤효진 Yoon Hyojin

DOI:10.19049/JSPED.2021.22.4.07 Vol.22(No.4) 155-174, 2021

[Purpose] This study aimed to examine the syntactic ability of third and fourth graders with and without vocabulary delay from multicultural families in retelling of comparison and causation expository discourses. [Method] The participants were 15 children with vocabulary delay and 15 children without vocabulary delay, all of whom were from multicultural families, and 15 children without vocabulary delay from non-multicultural families. All the children were asked to retell two expository discourses after listening to them with pictures. The total number of T-units as syntactic productivity, the number of morphemes per T-unit, and the number of subordinate clauses as syntactic complexity were analyzed. [Results] The results showed that there were no differences between the three groups in the total number of T-units. However, children with vocabulary delay from multicultural families had significantly fewer morphemes per T-unit and subordinate clauses as syntactic complexity than the two groups of children without vocabulary delay. What is more, children were likelier to retell longer and more complex sentences about causation expository discourses when compared to the retelling of comparison expository discourses. [Conclusion] The results demonstrate that children with vocabulary delay from multicultural families are likely to make shorter and less complex sentences in expository discourses than children without vocabulary delay. The types of expository discourses should be considered in language assessment and intervention.

Children from multicultural families, Vocabulary delay, Syntax, Expository discourse, 다문화가정의 아동, 어휘발달지연, 구문, 설명담화

류성용 Ryu Sungyong , 박순길 Park Soongil , 조증열 Cho Jeungryeul

DOI:10.19049/JSPED.2021.22.4.08 Vol.22(No.4) 175-193, 2021

[Purpose] This study aimed to analyze the effects of a phonological awareness program on hearing-impaired children’s phonological awareness and literacy. furthermore, this study aimed to provide basic information for literacy mediation of hearing-impaired children. [Method] The research subjects were three hearing-impaired children attending a general school without any cognitive deficit. to measure the subjects’ level of phonological awareness, a phonological awareness test among The korean test of literacy diagnosis developed was used. In addition, word reading test, word reading fluency test, and word dictation test among The korean test of literacy diagnosis developed were used, and reading comprehension test among Korea Test of Language and Literacy Skills developed was used to measure their literacy. As for the target vocabulary of phonological awareness program, considering the children’s age and interest, a phonological awareness task was made in the level of words, syllables, and phonemes, with application of mediation consisting of 18 sessions (one 40-minute session per week). The children’s improvement in phonological awareness ability and literacy was measured using pre-post tests. [Results] implementing a phonological awareness program resulted in the improvement of the hearing-impaired children’s phonological awareness. Additionally, the hearing-impaired children’s literacy was also generally improved. [Conclusion] The research results show that phonological awareness mediation improves hearing-impaired children’s literacy including word reading, word reading fluency, word writing, and reading comprehension, as well as phonological awareness ability. Therefore, phonological awareness mediation is necessary for the improvement of hearing-impaired children’s literacy.

Hearing Impairments, Phonological, Reading, Comprehension, 청각장애, 음운인식, 읽기, 쓰기, 이해력

장현숙 Jang Hyunsook , 이윤선 Lee Yoonsun , 이현주 Lee Hyunju

DOI:10.19049/JSPED.2021.22.4.09 Vol.22(No.4) 195-214, 2021

[Purpose] The Parent’s Evaluation of Aural/Oral Performance of Children (PEACH) rating scale is a questionnaire test tool developed to evaluate auditory aural/oral performance of hearing-impaired children with hearing devices in everyday situations. This study aimed to measure the reliability of the Korean version of PEACH in children with cochlear implants (CI) and to investigate the auditory performance and developmental characteristics of children with CI by the implanted age and the hearing age. [Method] Parents of 40 children with CI aged 0 to 7 years who were diagnosed with hearing loss before language acquisition were asked to answer PEACH on a 5-point scale ranging from 0 to 4. To determine the reliability of PEACH, inter-item consistency and test-retest reliability were measured. The PEACH scores (Quiet, Noise, Overall) were obtained for two implanted age groups (implantation before 24 months old [IB], and implantation after 24 months [IA]) and three hearing age groups (0-1, 2-3, and 4-5 years old). The PEACH score differences were compared between items and groups, and the correlation between scores according to implanted age and hearing age was examined. [Results] Cronbach’s alpba values of the Korean version of PEACH were 0.889 in Quiet, 0.825 in Noise, and 0.928 in Overall, indicating high inter-item consistency and significant results in test-retest reliability. No significant difference in scores between the implanted age groups was shown, yet the Quiet scores were significantly higher than the Noise scores in the IB group. Hearing ages 2-3 and 4-5 showed significantly higher scores than 0-1 and significantly higher scores in Quiet than in Noise. The PEACH score increased significantly in the IB group as hearing age increased, but there was no significant correlation in the IA group. [Conclusion] The findings of this study indicate that the Korean version of PEACH is a highly reliable questionnaire, confirming its appropriateness in clinical use. Furthermore, CI users with implantation before 24 months of age showed continuous development, nearly reaching a full score in PEACH at the hearing age of 5-6. Therefore, PEACH could be applied as a useful test tool to provide information on the early-age auditory performance of children with CI.

PEACH, Cochlear implant, Questionnaire, 부모용 아동 청각구화 수행 평가, 인공와우, 설문지

강종구 Kang Jong-gu

DOI:10.19049/JSPED.2021.22.4.10 Vol.22(No.4) 215-242, 2021

[Purpose] This study aimed to review the research trend of special education in terms of disability (education) studies by reviewing the articles published in foreign journals, and attempted to apply it into the domestic special education. [Method] For the purpose of this study, the researcher reviewed 94 articles published in five foreign academic journals related to disability (education) studies since 2010, and analyzed these articles by themes and variables. [Result] The results of this study were as follows: First, the analysis result by themes showed that the studies dealt with environment including the improvement of unequal environment were most frequently discussed, and that various support methods were also quite dealt with. Second, the analysis result by variables showed that studies on secondary students were most conducted and that students with mild disabilities including learning disabilities were also frequently discussed. Regarding research subjects, the subjects such as people with disabilities themselves or their parents were relatively often dealt with. Regarding research methods, quantitative research methods were frequently used, but qualitative research methods were also relatively often used. [Conclusion] This research emphasizes that educational environments for students with disabilities need to receive more attention. This research also emphasizes that it is necessary to understand the voices of diverse stakeholders for reflecting the voices of people with disabilities through different research methods.

Disability (education) studies, Special education, Literature review, Research trend, 장애(교육)학, 특수교육, 문헌연구, 연구 경향