표윤희 Pyo Yun Hui , 이희연 Lee Heeyeon

DOI:10.19049/JSPED.2023.24.2.01 Vol.24(No.2) 1-25, 2023

[Purpose] This study aimed to investigate the actual situation and perception of inclusive education for students with severe and multiple disabilities and the demand for support for vitalizing inclusive education targeting special education teachers in general schools who have experience in inclusive education for students with severe and multiple disabilities. [Method] Special education teachers who had experience implementing inclusive education for students with severe and multiple disabilities in a general school environment were recruited using convenience sampling at the national level. A total of 138 special education teachers participated in the online survey. [Results] The contents of the questionnaire, which consisted of 35 questions and included free opinions on the actual status and satisfaction of inclusive education, perceptions and difficulties, demands for inclusive education, support and activation plans, and improvement plans for education and inclusive education, were summarized and described. [Conclusion] Based on the results of the study, several aspects of the plan and implications for revitalizing inclusive education for students with severe and multiple disabilities in Korea were discussed.

Student with Severe and Multiple Disabilities, Special Education Teachers, Inclusive Education, Current Status, Demand for Support, 중도중복장애학생, 특수학급 교사, 통합교육, 실태, 지원요구

신주원 Shin Juwon , 박지영 Park Jiyoung , 안아현 Ahn Ahyun

DOI:10.19049/JSPED.2023.24.2.02 Vol.24(No.2) 27-50, 2023

[Purpose] This study analyzed single-subject studies in Korea that applied enhance milieu teaching(EMT) for developmental delays, intellectual disabilities, and autism disorders. The aim was to determine the general characteristics of domestic studies on EMT and analyze their qualitative levels using the Council for Exceptional Children(CEC) qualitative indicators(QI). [Method] This study included 14 articles published in domestic journals between 2000 and 2023, that targeted children diagnosed with Developmental Delay, Intellectual Disability, or Autism Spectrum Disorder and had a single-subject design in which the arbitrator directly mediated the subject. The following characteristics of the studies were assessed publication year, study subject, study design, independent variables, and dependent variables. The quality of the studies was evaluated using the CEC's eight areas and 22 qualitative indicators. [Results] EMT, conducted on DD, ID, and ASD, was the most common study in preschoolers diagnosed with ASD. Regarding study design, most of the studies used a multiple baseline designs(across setting and subject). Independent variables included all elements of EMT, including environmental control, reactive interaction and milieu teaching strategies. Improvement in spontaneous utterance was the most common dependent variable. The analyzed studies exhibited a somewhat low qualitative level, with an average fulfillment rate of 65.6% for the CEC's QI. None of the studies met all of the CEC's qualitative indicators. [Conclusion] The number of studies on EMT for individuals with DD, ID, ASD is limited. Existing studies, primarily focus on preschool. Further studies are needed to expand the subjects to elementary school, adolescent student. Additionally, the qualitative level of existing studies is low, necessitating efforts to improve study quality. High-quality studies are essential to apply educational and intervention strategies for children with DD, ID, and ASD.

Enhanced Milieu Teaching, CEC Quality Indicators, Single-Subject Study, Qualitative Indicator Analysis, Natural Language Intervention, 강화된 환경중심 언어중재, CEC 질적 지표, 단일대상연구, 질적 지표분석, 자연적 언어중재

최상배 Choi Sangbae , 조성하 Cho Sungha

DOI:10.19049/JSPED.2023.24.2.03 Vol.24(No.2) 51-76, 2023

[Purpose] The purpose of this study is to investigate the awareness and demands of deaf school teachers regarding deaf students with multiple disabilities. [Method] A focus group interview was employed as the research method. Six deaf school teachers participated in this study. [Results] First, the ratio of deaf students with multiple disabilities continually increased over time. There are many difficulties in educating deaf students with multiple disabilities due to the lack of methods for diagnostic evaluation and placement, large individual differences between students, lack of educational materials, and teachers' lack of knowledge related to the deaf with multiple disabilities. Second, to educate the deaf with multiple disabilities, deaf schools are making efforts to provide human and material support by operating classes separately, and they are providing specialized services to improve functional ability. Third, for the future-oriented education of the deaf with disabilities, it is necessary to set the methods for the evaluation and placement of deaf students with disabilities, and to train and place qualified teachers through teacher preparation and training courses. In addition, the curriculum modification and a collaborative approach between experts were suggested. In order to improve the communication skills of the deaf with disabilities, it is necessary to strengthen visual communication, use various communication modes, and teach functional communication. [Conclusion] This study can be used as basic data for the development of interventions for deaf students with multiple disabilities in the future.

Deaf students with multiple disabilities, teacher preparation for deaf or hard of hearing, communication for deaf or hard of hearing students, inter-professional collaboration, 청각중복장애, 청각장애교육 교사 양성, 청각장애 학생의 의사소통, 전문가 간 협력

임효경 Im Hyokyung

DOI:10.19049/JSPED.2023.24.2.04 Vol.24(No.2) 77-110, 2023

[Purpose] The purpose is to explore the experiences and perceptions of secondary special education teachers of students with mild intellectual disabilities who refuse to support special class classes and special teachers. [Method] Six secondary special education teachers were selected as research participants. In-depth interviews, non-participatory observations, and related literature were collected. [Results] Students were refusing to assistance due to trauma in the past, rejection of students with severe disabilities, confusion about their identity, and false perceptions of "disability" and “special education.” The role of cooperative parents and Inclusive class teachers is important for students to adapt to school with the necessary support. And there is a need for education that allows students to recognize themselves positively, and education for improving awareness of the disabled and human rights education are needed. [Conclusion] Discussions and follow-up studies on the role and support of special education teachers for students who refuse to support special education were suggested.

Special education teacher, Inclusive education, Refusal to assistance, Mild intellectual disability, 특수교사, 통합교육, 지원거부, 경도 지적장애

류성용 Ryu Sungyong , 박순길 Park Soongil

DOI:10.19049/JSPED.2023.24.2.05 Vol.24(No.2) 111-133, 2023

[Purpose] The purpose of this study is to investigate the awareness and difficulties in literacy guidance for parents raising children with hearing impairments during the COVID-19 pandemic and to explore methods for Home-Based learning through parents when home learning occurs due to infectious diseases. [Method] We conducted interviews with parents of children with hearing impairments who experienced school closures and home learning due to COVID-19, examined their awareness and difficulties in literacy guidance, and developed an intervention program based on parents' needs. We then examined the effectiveness of this program through pre- and post-tests over 24 sessions with 13 children with hearing impairments and their 13 parents. [Results] First, parents' awareness of literacy duidance for children with hearing impairments was found to be high in terms of visiting specialized institutions for assessment and intervention. However, while parents recognized the need for literacy interventions, they did not accurately know their child's literacy level and had a low rate of Home-Based guidance. Second, Home-Based learning through parents was found to have a positive impact on vocabulary and literacy improvement. [Conclusion] The results suggest that Home-Based learning through parents can have a positive impact on the literacy improvement of children with hearing impairments. It also implies the need for systematic education and guidance on literacy guidance for teachers, parents, and professionals, as well as support considering the characteristics of the disability.

Hearing Impairments, Vocabulary, Reading, Comprehension, 청각장애, 어휘력, 읽기, 이해력

김동일 Kim Dongil , 이연재 Lee Yeonjae , 송푸름 Song Pureum , 김희은 Kim Heeeun

DOI:10.19049/JSPED.2023.24.2.06 Vol.24(No.2) 135-166, 2023

[Purpose] The purpose of this study is to provide implications for the direction of educational support by analyzing the overall characteristics and learning support needs of elementary school students with reading difficulties recognized by parents and teachers. [Method] The purpose and direction of the study were explained to parents and homeroom teachers of 60 elementary school students with reading difficulties who participated in a reading intervention program. Among them, 53 parents and 41 teachers agreed to participate and researchers conducted one-on-one interviews regarding students' characteristics and learning support needs. A total of 484 statements were collected, and four researchers conducted qualitative analysis via the triangular verification method. [Results] Six major clusters, 14 themes, and 38 sub-themes were analyzed. The main themes were “developmental information,” “academic characteristics,” “cognitive characteristics,” “emotional and behavioral characteristics,” “social characteristics,” and “learning support needs.” Developmental information involved diagnosis, developmental differences with siblings, and onset of reading difficulties, while academic characteristics involved reading achievement and other subject achievement. Cognitive characteristics included concentration, comprehension, and learning interest. Emotional and behavioral characteristics included emotional characteristics and personality traits. Social characteristics included family and peer relationships. Learning support needs included the required support areas and instruction requirements. [Conclusion] The results were compared and analyzed with the results of previous studies, and future educational support directions were discussed based on the characteristics and learning support needs reported by parents and teachers.

Reading difficulties, Elementary school student, Characteristics, Learning support needs, Interview, 읽기부진, 초등학생, 특성, 학습 지원 요구, 인터뷰

김동호 Kim Dong-ho , 홍성은 Hong Sung-eun

DOI:10.19049/JSPED.2023.24.2.07 Vol.24(No.2) 167-193, 2023

[Purpose] This is a case study on the strategies of simultaneous interpretation from spoken language to signed language based on the fact that the same method and mechanism of interpretation used for spoken language can be applied to sign language interpretation. [Methods] To analyze the strategies, simultaneous interpretation from Korean(source language) into Korean Sign Language(target language) by five sign language interpreters was filmed and evaluated by deaf native signers for comprehensibility. [Results] The following strategies, categorized by type, take into account the visual features of sign language. First, cognitive strategies for understanding the message include Ear-Voice Span, pause, chunking, and anticipation. Second, production strategies for the efficient meaning of the message include syntactic transformation, substitution, particularization, addition and additional explanation. Third, omission, summarizing, compression, and generalization serve as efficiency strategies of expression. Fourth, transcoding and omissions fall under emergency strategies. Fifth, there is repairing, a monitoring strategy that can also be viewed as a meta-strategy. [Conclusion] We believe that through this case analysis, we can contribute to the improvement of sign language interpretation.

Sign Language, Sign Language Interpretation, Strategies for Sign Language Interpretation, Strategies in Simultaneous Interpreting, 수화언어, 수어통역, 수어통역 전략, 동시통역 전략