김은정 Kim Eunjeong , 박재연 Park Jaeyeon

DOI:10.19049/JSPED.2022.23.1.01 Vol.23(No.1) 1-32, 2022

[Purpose] This study was intended to explore in depth the caring experience of primary caregivers of children with developmental disabilities in adulthood living in the era of COVID-19. The experience of caring for children before COVID-19 the experience of caring for children after the COVID-19 situation, and what is most needed as a primary caregiver in the COVID-19 situation were explored. This study examined in detail the experience of caring for children with developmental disabilities in adulthood and the experiences that have changed since then compared to before the COVID-19 situation, and to seek ways to support adults with developmental disabilities and their primary caregivers in the event of an infectious disease crisis. [Method] For this purpose, in this study, 9 primary caregivers who are taking care of children with developmental disabilities in adulthood living in Gyeongsangbuk-do under the COVID-19 situation were selected as study subjects. The selected study participants were interviewed in a 1:1 interview method using open-ended and semi-structured questions for 5 months from October 2020 to February 2021. The interview was conducted while observing social distancing and personal isolation rules. The extracted data were analyzed through Consensual Qualitative Research (CQR). [Results] Total 3 domains, 12 categories, and 33 meaningful concepts were derived through CQR analysis. The three areas from the analysis were 'experiences of daily life before COVID-19', 'we who are experiencing COVID-19 for the first time’, and 'overcoming infectious diseases, growth, and hope'. [Conclusion] Based on the results of this study, the practical and policy measures that individuals and society should strive for are presented in relation to the care, study, and career of children with developmental disabilities in adulthood in an infectious disease crisis.

Children with developmental disabilities in adulthood, Primary caregiver, Caring experience COVID-19, CQR, 성인기 발달장애 자녀, 주 양육자, 돌봄 경험, 코로나19, 합의적 질적 연구방법

김주영 Kim Joo Young , 강은영 Kang Eunyoung

DOI:10.19049/JSPED.2022.23.1.02 Vol.23(No.1) 33-67, 2022

[Purpose] This study draws implications and implications as a basic study to establish a systematic system of family supports with disabilities throughout their entire life cycle and to seek appropriate support directions by analyzing the needs of parents for family supports with disabilities according to the age of their children with disabilities. In particular, by focusing on the life of the parents themselves, this study was conducted to analyze the parents' family support needs for their children with disabilities across their age. [Method] In order to derive results according to the purpose of the study, a Focus Group Interview(FGI) was conducted, which divided children with disabilities according to five life cycles: early childhood, elementary school age, middle and high school age, early adulthood, and adulthood. A total of 23 participants were divided into groups, and five interviews were conducted separately for each group. [Results] As a result of the focus group interview analysis, three requests were identified as common issues in all five interview groups: (1) parenting stress and self-support, (2) interest and support for non-disabled children, and (3) activity support service. These three needs were found to show characteristics in terms of content according to the life cycle of each group in detail. In the case of the activity support service, it was analyzed that the same problem was pointed out by all groups. [Conclusion] Based on the results of this study, a direction for establishing a systematic system including support for parents and non-disabled siblings as well as individuals with disbailites was suggested when supporting disabled families.

Family support for disabilities, Parental needs, comparative analysis, FGI, 장애인 가족 지원, 부모 욕구, 비교 분석, 초점집단면담

이학준 Lee Hak-jun , 김영선 Kim Young-sun , 김용욱 Kim Yong-wook

DOI:10.19049/JSPED.2022.23.1.03 Vol.23(No.1) 69-80, 2022

[Purpose] The purpose of this study was to inquire into the tasks and current status of eSports research in inclusive physical education. [Method] To this end, 11 academic journal papers on eSports conducted in inclusive physical education in Korea were analyzed. [Result] The results are as follows. First, the subjects of the study were the disabled, others, special teachers, and students with disabilities. Second, regarding research topic, the majority of studies were concerned with the differences in how the disabled are viewed in eSports, while the remaining studies considered experience, policy, and implication of eSports. Third, as for the research method, quantitative research was used more than any other research methods. Future research should include the development and application of eSports education programs based on the following universal design for learning, the development of eSports events linked to school curriculum, teacher participation and student participation, facilities, organizations, competitions, education, promotion, and research and development. [Conclusion] The analysis of eSports research status in inclusive physical education serves as the basic for investigating the utility and application of eSports. Currently, in inclusive physical education, eSports research using various approaches is required for successful inclusive physical education.

eSports, Inclusive physical education, Research topic, Research object, Research method, e스포츠, 통합체육, 연구대상, 연구주제, 연구방법

권보민 Kwon Bo-min , 권순우 Kwon Soon-woo

DOI:10.19049/JSPED.2022.23.1.04 Vol.23(No.1) 81-110, 2022

[Purpose] The purpose of this study is to investigate the current state of online education support for hearing-impaired university students and their satisfaction with this support, and based on the results, to seek appropriate support measures for their online education in response to the potential spread of various infectious diseases in the future and identify the requirements for support needed to increase their satisfaction. [Method] To this end, the study conducted individual in-depth interviews with four hearing-impaired university students enrolled at D University, and based on a phenomenological approach, intended to explore the implications and essence of human experiences and even their deep implications within various phenomena. The findings of this study are as follows. [Results] First, according to the review of online education support for hearing-impaired university students in the COVID-19 situation, they were receiving online education after applying for online education support and they desired different types of online education support according to their mainly used communication modes. At present, most university students with hearing impairment primarily use verbal communication, and in this case, they prefer shorthand interpretation. However, many students experienced the difficulty of not receiving the support they wanted due to a shortage of professional workers placed at D University. This lack of support lowered the students’ understanding of online educational content and they exhibited various limitations at school. Hence, hearing-impaired university students hope that workers supporting online education will also be changed in line with changes in primary communication methods. Second, based on the results of an examination of areas for improvement in providing online education support for hearing-impaired university students in the COVID-19 situation, it is recommended to make concrete efforts to improve the general perception of disabled people and create an environment of embracing them, secure the budget for developing online education support systems and deploy professional manpower, develop real-time subtitling systems, and continue to provide information to hearing-impaired university students. [Conclusion] In order to provide online services that meet the needs of hearing-impaired university students, it is necessary to investigate their online education support needs, and a procedure to identify the most appropriate online education support services is also needed.

COVID-19, Hearing impairment, Online education support, Subtitle system, 코로나 바이러스, 청각장애, 온라인 교육 지원, 자막 시스템

고은지 Ko Eunji , 최상배 Choi Sangbae

DOI:10.19049/JSPED.2022.23.1.05 Vol.23(No.1) 111-132, 2022

[Purpose] This study examined differences in fingerspelling between the South Korean sign language (SKSL) and the North Korean sign language (NKSL) according to intuitive recognition and ease of expression. [Method] Korean letters were presented as a precedent stimulus to 200 hearing college students who did not know the fingerspelling, and then the fingerspellings of South and North Korean sign language were presented at the same time as a target stimulus to determine which fingerspelling is more intuitive and easier to express. The experiment was presented with a program called E-Prime. [Results] First, fingerspelling of consonants in the SKSL showed the highest level of intuitiveness, followed by that of vowels in the NKSL, that of vowels in the SKSL, and that of consonants in the NKSL. In addition, it was found that fingerspelling of the nine letters ‘ㄹ, ㅂ, ㅅ, ㅈ, ㅊ, ㅍ, ㅓ, ㅡ, and ㅣ’ in the SKSL showed a higher level of intuitiveness than that in the NKSL. On the other hand, fingerspelling of the six letters ‘ㄷ, ㅁ, ㅋ, ㅎ, ㅏ, and ㅑ’ in the NKSL showed a higher level of intuitiveness than that in the SKSL. Second, fingerspelling of vowel in the SKSL showed the highest level of expressive convenience, followed by that of consonants in the SKSL, that of consonants in the NKSL, and that of vowel of NKSL. In addition, it was found that fingerspelling of the ten letters ‘ㄹ, ㅂ, ㅅ, ㅍ, ㅎ, ㅏ, ㅓ, ㅗ, ㅡ, and ㅣ’ in the SKSL showed a higher level of expressive convenience than that in the NKSL. However, fingerspelling of the three letters ‘ㅁ, ㅋ, and ㅌ’ in the NKSL showed a higher level of expressive convenience than that in the SKSL. [Conclusion] It is expected that the results of this study can be used as basic information to propose a hint for unification of two sign languages’ fingerspelling in the future.

Intuitive cognition, Ease of expression, South Korean Sign Language, North Korea Sign Language, Fingerspelling, 직관성, 표현 용이성, 한국수어, 북한수어, 지문자

남유조 Nam Youjo , 이현미 Lee Hyeonmi , 박경옥 Park Kyoungock

DOI:10.19049/JSPED.2022.23.1.06 Vol.23(No.1) 133-163, 2022

[Purpose] The purpose of this study is to analyze research trends concerning AAC-related interventions conducted in an integrated education environment in Korea and to suggest a follow-up research direction in the future. [Method] This study analyzed 24 academic journals published from 2004 to 2021. This study calculated the frequency and percentage of overall research trends, subjects of interventions, AAC intervention methods, and the validity and reliability of studies in an integrated education environment applying AAC-related interventions. [Results] First, as a result of our overall research trend analysis, we have seen that research concerning AAC-related interventions has been being conducted steadily since 2004. In most cases, researchers have directly participated in the intervention. Second, from our analysis of the research intervention subjects, it was found that students with disabilities accounted for most of the research and that only 5 studies on students without disabilities had been conducted. Third, as a result of the analysis of the AAC intervention method, in the study design method, the multiple baseline design for students with disabilities and survey research for students without disabilities were seen to be used the most. In the intervention method, direct instruction for students with disabilities and watching video education for students without disabilities were found the most. In the independent variable, the use of high-tech AAC was the most common and it was found that most studies used both representational and abstract symbols. In the dependent variable, the combined variables were the most common for both students with disabilities and without disabilities. Fourth, as a result of the validity and reliability analysis of the research, it was found that there were many studies in which maintenance tests were carried out and generalization tests were not carried out. There were many studies that did not show intervention fidelity and social validity, and there were more studies that showed inter-observer reliability. [Conclusion] The study has significance in that it analyzed research trends concerning AAC-related interventions conducted in an integrated education environment and suggested a follow-up research direction of the AAC studies.

Integrated education, AAC, Augmentative and alternative communication, communication, Children with disabilities, 통합교육 환경, 보완대체의사소통, 의사소통, 장애아동

김영준 Kim Youngjun , 김화수 Kim Whasoo

DOI:10.19049/JSPED.2022.23.1.07 Vol.23(No.1) 165-195, 2022

[Purpose] The purpose of this study was to verify the effects of quiz-based applications and linked imitation drawing activities on the cooking job skills of students with intellectual disabilities attending majoring courses. [Method] Participants consisted of three female students with intellectual disabilities attending the majoring courses, and the experimental environment consisted of a classroom in the majoring courses and a cooking room in the restaurant business. In the study design, the multiple probe baseline design technique between participants in a single subject study was used, and the baseline, intervention, maintenance, and generalization consisted of experimental conditions. As for the independent variable, the procedure of using various contents composed of quiz-based applications as iPads and imitation drawing activities were constructed in conjunction. The dependent variable consisted of cooking tteokbokki and fried food in the cooking room of a restaurant with tteokbokki as its main menu. [Results] As a result of the study, participating students effectively acquired cooking job skills through intervention programs and also showed effectiveness in evaluating generalization in which locations were differentiated. [Conclusion] Through this, the establishment of a meaningful functional relationship between the independent variable and the dependent variable applied to the participating students and the implications of the above conclusion were discussed.

Quiz-based applications, Linked imitation drawing activities, Majoring courses, Cooking job skills, Intellectual disabilities, 퀴즈기반 애플리케이션, 연계 모방 그림그리기 활동, 전공과, 조리직무기술, 지적장애

정다이 Jeong Da-i , 손승현 Son Seung-hyun

DOI:10.19049/JSPED.2022.23.1.08 Vol.23(No.1) 197-226, 2022

[Purpose] Students with intellectual disabilities in higher grades of elementary school are likely to develop learned helplessness or lack of motivation due to repeated dictation activities since lower grades, so it is necessary to provide voluntary learning attitudes and interest in dictation before entering middle school. Therefore, the purpose of this study is to examine the effect of dictation on task performance and practice by conducting interventions using Self-monitoring and Application for dictation of students with intellectual disabilities. [Method] The study was designed on 3 students with integrated disabilities belonging to special classes in elementary schools, and was designed with multiple-probe design across participants. A researcher provided 3 to 5 sessions of baseline, 20 sessions of interventions(20 minutes per sessions), and provided 3 sessions of maintenance for 10 weeks. This study was one to one intervention and provided in individual spaces of elementary school. The average of intervention fidelity was 95.8%, and the average of social validity was 98.1%. The researcher quantified the On-task behavior and Dictation performance, performed visual analysis for each student, and calculated NAP and Tau-U values. [Results] Both On-task behavior and Dictation performance showed statistically significant positive effects in the intervention and maintenance compared to the baseline. The size of the intervention effect was very large at 1.00 for all On-task behaviors, and Dictation performance was somewhat different for each student (A=.97, B=.81, C=.87). The size of the maintenance effect was found to be very large at 1.00 for both On-task behavior and Dictation performance. [Conclusion] Dictation Intervention with Self-Monitoring And Application had a significant positive effect on On-task behavior and Performance of students with intellectual disabilities.

Intellectual disability, Self-monitoring, Mobile Application, Dictation, Multiple-probe design across participants, 지적장애, 자기점검법, 모바일 어플리케이션, 받아쓰기, 대상자간 중다간헐기초선설계

김은라 Kim Eunra , 박재국 Park Jaekook , 장지현 Jang Jihyun

DOI:10.19049/JSPED.2022.23.1.09 Vol.23(No.1) 227-250, 2022

[Purpose] The purpose of this study was to explore the mediating effects of teaching efficacy in the effects of teacher-student interaction of special education teachers on happiness. [Method] The survey on teacher-student interaction, happiness, and teaching efficacy was conducted with 280 teachers in special education institutes. The collected data were analyzed by using descriptive statistics, correlation analysis, SEM verification, and bootstrapping according to the research questions. [Results] First, the levels of teacher-student interaction, happiness, teaching efficacy of special education teachers were found to be positive, and a significant correlation was confirmed among the three variables. Second, it was confirmed that the teaching efficacy had a significant mediating effect in the effects of teacher-student interaction of special education teachers on happiness. [Conclusion] Based on the results, a practical strategy that can be applied to the school scene, such as various strategies that can improve the level of teacher-student interaction and improve teaching efficacy at the same time, was proposed as an effective method to improve the happiness of special education teachers.

Teacher-student interaction, Happiness, Teaching efficacy, Special education teacher, 교사-학생 간 상호작용, 행복감, 교사효능감, 특수교사

이미경 Lee Mikyung , 김민규 Kim Mingyu

DOI:10.19049/JSPED.2022.23.1.10 Vol.23(No.1) 251-287, 2022

[Purpose] We aimed to explore and present the possibility of augmented reality as an EduTech after examining the effectiveness of augmented reality is applied for the education for students with developmental disabilities. [Method] In-depth interviews were conducted over the phone with 8 special education teachers who had experience in applying augmented reality. [Results] First, augmented reality was found to be effective in several aspects, such as motivation for students' teaching and learning. Second, it was reported that the ability of teachers and students to apply augmented reality is a requisite and that it is necessary to create an environment in which augmented reality can be realized. Third, When looking at how augmented reality can be applied according to the principles of UDL, special education teachers recognized that it was applicable according to each principle such as representation, action and expression, engagement. To improve the applicability of augmented reality, teacher training and opportunities for teachers to use the technology directly are needed. In addition, it is necessary to develop an AR coding that can be linked to objects, Create a cloud where all AR codes are gathered, and develop an AR based on the content of the curriculum and supply smart devices in the form of wearables. [Conclusion] Special education teachers recognized the utility of augmented reality as EduTech. However, in order to apply the technology, certain competence are required from teachers and studnets. Finally, a plan to increase the applicability of augmented reality is suggested.

Augmented Reality, students with disabilities, special education teachers, UDL principles, efficacy, 증강현실, 발달장애, 특수교사, UDL 원리, 효용성

김지숙 Kim Ji Sook

DOI:10.19049/JSPED.2022.23.1.11 Vol.23(No.1) 289-311, 2022

[Purpose] This study examined the emotional expressivity of young children with disabilities, their mothers' emotional expressivity, their mothers' the perception of negative emotions, and mothers' reactions to their children's negative emotions. In addition, this study aimed investigate whether the emotional expressions and responses to negative emotions of mothers of disabled children's were related to the emotional expressions of their young disabled children. [Method] There were a total of 60 children, 30 pairs of mothers, and 3 to 6-year-old children with disabilities. The mothers’ emotional expressivity, perception of negative emotions, and reactions to their children's negative emotions were measured through the self-report questionnaire completed by the mothers, and the emotional expressivity of young children with disabilities was measured by the teacher. [Results] First, it was found that mothers of young children with disabilities used positive expressions more significantly than negative expressions, and there was no significant difference between positive and negative expressions of young children with disabilities. Second, in terms of negative emotions, mothers of young children with disabilities responded that they did not know much about negative emotions but they recognized that negative emotions were important, and they recognized negative emotions as emotions that their children naturally experience. Also, it was found that mothers of young children with disabilities use supportive responses to their children's negative emotions more significantly than non-supportive responses. Third, the negative emotional expression of mothers had a positive correlation with the positive emotional expression of young children with disabilities and had a negative correlation with negative emotional expression. Fourth, in the supportive responses of the mothers’ reactions to the children's negative emotions, the emotion-centered response and the emotional expression encouragement response were related to the positive and negative emotions of young children with disabilities. [Conclusion] It was partially confirmed that the emotional expressivity of mothers of young children with disabilities and the mothers’ reactions to the negative emotions of children are related to the emotions of young children with disabilities. Therefore, these results suggest that there is a need for parental education that can guide the use of suitable coping methods for dealing with children's negative emotions.

Emotional expressivity, Mother’s reactions to negative emotion, Young children with disabilities, 정서표현, 부정적 정서에 대한 어머니의 반응, 장애유아

박윤정 Park Youn Jung , 서효정 Seo Hyojeong , 이주원 Lee Juwon

DOI:10.19049/JSPED.2022.23.1.12 Vol.23(No.1) 313-339, 2022

[Purpose] The purpose of this study was to analyze domestic experimental studies applying Universal Design for Learning (UDL), and to provide data for assisting teachers when they use UDL in their classes. [Method] First, a total of 15 intervention studies to which UDL was applied were coded and analyzed into 8 sub-types according to the framework used to understand the general characteristics of the study. Second, 15 intervention studies were analyzed into 9 sub-categories using the framework to which UDL’s guidelines were applied. [Results] First, it was found that most of the UDL studies were applied in the inclusive education environment, and that the studies conducted on high school students were limited. In addition, studies were conducted across relatively diverse subjects including Korean language, social studies, science, art, and physical education. Research using experimental/control group pre-post designs and including students with intellectual disability were found the most, and it was seen that UDL-applied classes had positive effects on the academic achievements and affective domains of various learners. Second, from analyzing the teaching and learning characteristics of interventions applying UDL, the principles of participation, expression, and representation were found to be in the order of the three-principle dimension. Regarding the dimension of the nine guidelines, providing options for sustaining effort and persistence, providing options for recruiting interest, providing options for language, mathematical expressions, and symbols, and providing options for expression and communication were found to be in the order. [Conclusion] Focusing on UDL-based teaching and learning, methods and implications for improving classroom instruction are suggested for learners with more diverse educational needs.

Universal design for learning(UDL), Classroom teaching and learning, Literature review, 보편적 학습설계, UDL, 교실수업, 문헌분석