최승아 Choi¸ Seung-ah , 김지훈 Kim¸ Ji-hun

DOI:10.19049/JSPED.2023.24.3.01 Vol.24(No.3) 1-22, 2023

[Purpose] This study aims to examine the Paralympic participation experience of the disabled table tennis team, which is still marginalized from interest to the general public, and what it means. [Method] What is the process of participating in the Paralympics through in-depth interviews with research participants who have participated in the table tennis Paralympics? What is the process of participating in the Paralympics and winning a prize? The meaning of life of the Paralympics was classified by period and the context of the story was analyzed to derive an interpretation. [Results] The results of the study are as follows. First, all participants gained unwanted disabilities due to unexpected accidents in the military, and as they encountered table tennis for rehabilitation, it is a hope that they can live again. Second, participation in the Paralympics had to overcome not only time and cost, but also the pain of indifference, discrimination, and disability. Third, their athletic conditions have been improving since they became Paralympic champions, but they were still concerned about their hardships. [Conclusion] We need more attention from the media and others, along with practical support for disabled athletes preparing for the Paralympics while overcoming the still lack of interest and support.

Disabled Soldiers, Paralympics, Farrellimpian, Table Tennis, Oral History, 상이군인, 패럴림픽, 패럴림피언, 탁구, 구술사

신주원 Shin¸ Juwon , 안아현 Ahn¸ Ahyun

DOI:10.19049/JSPED.2023.24.3.02 Vol.24(No.3) 23-51, 2023

[Purpose] The purpose of this study was to investigate the effect of behavioral skills training consisting of written instruction, modeling, role-play, and feedback on the performance accuracy and maintenance of discrete trial teaching(DTT) among special education teacher candidates. In addition, we sought to determine whether an improved accuracy of teaching performance among special education teaching candidates improved the positive response rate for special educational needs children. [Method] In this study, three special education teaching candidates underwent behavioral skills training to implement DTT. A multiple baseline design was used across participants, consisting of a baseline, written instruction, modeling, role-play, feedback, and maintenance phases. [Results] Discrete trial teaching training though behavioral skills training improved the accuracy of DTT performance among special education teaching candidates, and their improved accuracy was maintained after a certain period. [Conclusion] Behavioral skills training is effective in improving the accuracy of teaching and maintaining the accuracy of performance of DTT among special education teaching candidates. In addition, DTT training through behavioral skills training is effective in improving the task positive response rate among special educational needs children.

Behavioral Skills Training, Discrete-Trial Teaching, Special Education Teacher Training, Evidence-Based Practice, 행동기술훈련, 비연속 개별시도 교수, 특수교육 교사 훈련, 증거기반 실제

김동규 Kim¸ Dongkyu

DOI:10.19049/JSPED.2023.24.3.03 Vol.24(No.3) 53-84, 2023

[Purpose] This study investigates the perceptions and needs of special education teachers regarding a remote education platform for students with disabilities, termed an “Open Learning Platform.” [Method] A survey was developed based on the findings of a literature review and prior research, and 154 special education teachers responded to the survey. Their responses were analyzed using frequency analysis and cross-tabulation. [Results] The survey revealed, firstly, that the need for an Open Learning Platform was high during the COVID-19 period and remains high afterward, but the actual utilization of one is low. The readiness of special education teachers to use an Open Learning Platform is average, though they perceive its use positively in terms of improving the learning and digital capabilities of students with disabilities. The most common type of class using an Open Learning Platform is teacher-centered, and the most frequently used method for adopting such a platform is the combination of online and offline educational activities. Secondly, the teachers were satisfied with the main features and infrastructure of a proposed Open Learning Platform. The suggested improvements for the system and its key features were the development and inclusion of customized learning programs reflecting the characteristics of students with disabilities. For infrastructural improvement, the development and distribution of content were highlighted, and in terms of policy-related improvements, the development and distribution of appropriate textbooks were emphasized. For special education teachers, the ability to utilize content was the top criterion for the utilization of an Open Learning Platform. [Conclusion] This study captured the perceptions and needs of special education teachers, with implications for how best to promote the active use of an Open Learning Platform in the field of special education.

Remote Education, Remote Education Platform for Students with Disabilities, Open Learning Platform, Specail education, 원격교육, 장애학생 원격교육 플랫폼, 열린배움터, 특수교육

김영익 Kim¸ Young Ik

DOI:10.19049/JSPED.2023.24.3.04 Vol.24(No.3) 85-110, 2023

[Purpose] This study aimed to find out the effect of idiom instruction through illustrations and easy text composition on the literacy of hearing-impaired students and the educational applicability of special education teachers. [Method] The literacy test was conducted 2~3 times a week, 34 sessions in total, with 3 middle and high school students with hearing impairment (cochlear implant) in a multi-baseline design. Educational applicability was verified and confirmed through pre- and post-design. [Results] First, literacy ability, which showed little improvement to less than 11% at the baseline stage, showed an increase in achievement rate that gradually improved as the intervention began. In particular, it showed a high achievement rate of 75% or more before the end of the intervention phase. In the average of the 3 sessions in the maintenance phase after the intervention was completed, all 3 participants showed a positive achievement rate of 81% in understanding ability and 62% in writing ability. Second, the educational applicability of special education teachers was able to confirm a very improved positive change from 5.0 points (67.1%) beforehand to 6.9 points (98.7%) afterward on a 7-point rating scale. As for the detailed questions of educational applicability, the highest change was shown in the suitability of instructional media for students with hearing impairment, universal learning design, and learning application effectiveness. [Conclusion] Looking at the results of this study, it can be concluded that idiom instruction through illustrations and easy text composition is effective for the literacy of hearing-impaired students and the educational application of special education teachers. Therefore, based on this in the future, set various learning goals that should be acquired by life cycle for students starting early school age, middle and high school students with hearing impairment, and adults, and organize the contents to compose illustrations and easy writing As a result, it is hoped that follow-up research using educational services of various visual information (video-caption photos, pictures, illustrations, etc.) that are easy and fun with positive motivation will continue.

Illustrations and easy Text, Idioms, Educational Applicability, Hearing Impairments, 삽화와 쉬운 글, 관용어, 교육적 적용도, 청각장애

박은혜 Park¸ Eun-Hye , 이병인 Lee¸ Byoung-in , 김현숙 Kim¸ Hyun-sook

DOI:10.19049/JSPED.2023.24.3.05 Vol.24(No.3) 111-134, 2023

[Purpose] The purpose of this study is to find out the perceptions and needs of early childhood special teachers regarding the Individualized Family Service Plan(IFSP) implemented in the infants and toddlers’ classes of the special education support centers. [Method] In-depth interviews were conducted with five early childhood special teachers who had experience in charge of infants and toddlers’ classes at special education support centers in Seoul. [Results] As a result of the study, 3 upper categories, 11 lower categories, and 29 main contents were derived. The specific research results are as follows. First, teachers in charge of infants and toddlers’ classes recognized that IFSP was necessary for teachers, infants, toddle and families. However, there were large differences in the expertise of IFSP. Second, IFSP and IEP have the same roots, but there was no specific standard for programs specialized in the education of younger children with disabilities or writing and implementation. In addition, the persons in charge are changed every year, and there were difficulties due to heavy workload. Third, participants felt skeptical about the implementation of the IFSP as they established and evaluated the IFSP without directly meeting infants and toddles with disabilities. In addition, there was difficulty in inducing participation as the families did not sympathize with the needs of the IFSP. Fourth, it was recognized that the implementation needs to be improved for the effective settlement of the IFSP. In addition, it was hoped that the implementation improvement of the IFSP would serve as a basis for vitalizing the infants and toddlers’ classes in parallel with the improvement of the infants and toddlers’ classes implementation. [Conclusion] This study can be used as basic data to prepare effective IFSP implementation plans for infants and toddlers’ classes at special education support centers.

Special Education Support Centers, Class for Infants and Toddles with Disabilities, Individualized Family Service Plan, IFSP, Early Childhood Special Education Teacher, 특수교육지원센터 영아학급, 개별화가족지원계획, 유아특수교사

강선영 Kang¸ Sunyoung , 김유리 Kim¸ Yu-ri

DOI:10.19049/JSPED.2023.24.3.06 Vol.24(No.3) 135-163, 2023

[Purpose] This study aimed to improve the understanding of independent living skills interventions for adults with intellectual disabilities and provide insights into educational support for people with intellectual disabilities in adulthood. [Method] According to the inclusion criteria, 17 articles were selected. Research trends were analyzed based on the year of publication, research participants, independent variables, dependent variables, study design and procedures, and the qualitative aspects of each article were evaluated based on quality indicators proposed by the CEC. [Results] The majority(70.6%) of participants in the studies were under the age of 29. The types of independent variables used in the studies were categorized as prompting strategies, reinforcement strategies, self-management interventions, and assistive technology interventions. For the dependent variable, sub-skills of independent living skills included healthcare, cooking, wayfinding, and cleaning. The majority of single-subject studies presented findings using a multiple baseline design and analyses of the intervention settings showed that the interventions were delivered in educational or residential settings. When analyzed in terms of CEC qualitative indicators, no study met all indicators, with an average of 80.6%. [Conclusion] Research on independent living skills interventions for adults with intellectual disabilities needs to be expanded to include middle-aged and older adults, and educational support in the context of lifelong education needs to be expanded in quantity and quality. Furthermore, more well-designed and well-executed single-subject studies are needed to determine the best practice in independent living skills interventions for adults with intellectual disabilities.

Independent Living Skills, Adult with Intellectual Disability, Single-case Studies, Evidence-based Practices, 일상생활 기술, 지적장애 성인, 단일대상연구, 증거기반의 실제

이성영 Lee¸ Sungyoung , 최진혁 Choi¸ Jinhyeok , 박단아 Park¸ Dana

DOI:10.19049/JSPED.2023.24.3.07 Vol.24(No.3) 165-190, 2023

[Purpose] The purpose of this study was to provide basic data for the development and application of psychological burnout prevention programs that reflect the personal characteristics of special class teachers in elementary school by analyzing the degrees and relationships of psychological burnout, socially prescribed perfectionism, and stress coping strategies. [Method] An online survey was conducted of teachers in special classes in elementary schools, and a total of 189 people responded to the survey, of which data from 175 were used in the final analysis. To verify the research problem, frequency analysis, descriptive statistical analysis, correlation analysis, and regression analysis were performed using IBM SPSS 29.0 and Process Macro Version 4.2. In addition, bootstrapping was performed to verify the statistical significance of the mediating effects. [Results] First, emotional exhaustion was the greatest factor impacting the degree of psychological burnout of special class teachers in elementary school, socially prescribed perfectionism was above the median value, and the teachers’ stress coping strategies were found to most use problem-solving-oriented coping. Second, the mediating effect of the stress coping strategy in the relationship between socially prescribed perfectionism and psychological burnout is as follows. Problem-solving-oriented coping partially mediates the relationship between socially prescribed perfectionism and psychological burnout, as does avoidance-oriented coping. [Conclusion] Socially prescribed perfectionism of special class teachers in elementary schools causes psychological burnout, but the degree of psychological burnout may vary depending on the stress coping strategy. To alleviate the psychological burnout of special class teachers in elementary schools, it is necessary to apply a stress coping strategy suited to their individual personality characteristics.

Special Class Teachers, Psychological Burnout, Socially Prescribed Perfectionism, Stress Coping Strategy, 특수학급 교사, 심리적 소진, 사회부과 완벽주의, 스트레스 대처방식

김경희 Kim¸ Gyeong Hui , 이지경 Lee¸ Ji Kyung

DOI:10.19049/JSPED.2023.24.3.08 Vol.24(No.3) 191-217, 2023

[Purpose] The study aimed to investigate research trends in domestic music therapy for hospice patients and verify the effect size of music therapy interventions. [Method] In total, 23 journals were selected, and the study analyzed the literature by collecting data in three categories: (1) general characteristics of study participants, (2) intervention-related characteristics, and (3) effect size of the therapy. Hedge’s g was used to calculate the effect size of therapeutic interventions. [Results] First, in the general characteristics of the studies’hospice patients participants, these were mostly adults and the elderly. However, although not a large number, there were studies of children and adolescents, and the types of cancer were varied. Second, there were a number of inpatient hospices in intervention as the setting. The number of therapy sessions was usually less than 10 and the session duration was 20-40 minutes or less. Third, the effect size of music therapy intervention for hospice patients was verified. To that end, we combined t-scores means, and standard deviations from the literature, finding that sessions had a medium or high effect on average. [Conclusion] In sum, the purpose of the study was to examine research trends in domestic music therapy for hospice patients and verify the effect size of therapy interventions. In terms of the recommended direction of future research, we propose that, given the limited literature on the topic, further studies should be conducted to generate more data and verify the effect size. The findings of such studies could help support the planning of music therapy for hospice patients.

Hospice Patients, Music Therapy, Verification of Effect Size, Domestic Research, Trend, 호스피스 환자, 음악치료, 효과크기, 국내연구, 동향

김소연 Kim¸ Soyeon , 백재원 Baek¸ Jaewon , 황미정 Hwang¸ Mijeong , 지윤혜 Ji¸ Yoonhye , 박지연 Park¸ Jiyeon

DOI:10.19049/JSPED.2023.24.3.09 Vol.24(No.3) 219-246, 2023

[Purpose] The purpose of this study was to review domestic and foreign studies related to family-involved interventions for the adulthood transition of students with disabilities by systematically analyzing the specific areas, implementation methods, and outcomes of family-involved transition interventions. This study also aimed to suggest implications for activating family-involved interventions for the transition to adulthood. [Method] A total of 21 domestic and foreign studies published between 2013 and 2022 were selected and analyzed by publication year, country, experimental design, study participants, the characteristics of the intervention, implementation method, and outcomes of the intervention. [Results] The results are as follows. First, among 21 studies, 18 were published after 2017. Quantitative research was the most common, with 16 studies taking experimental design. There were 5 studies in which only family members were involved while there were 16 studies in which students and families participated together. Second, in terms of the areas of transition interventions, most studies dealt with employment, and information provision was the main method of intervention delivery. Third, the majority of studies examined family capacity building, and standardized rating scales were most commonly used to measure outcomes. [Conclusion] Considering the importance of family participation in the transition of students with disabilities to adulthood, research and policies on support systems for families of students with disabilities during transition process should be activated.

Transition to Adulthood, Transition Education, Family Involvement, Family Support, 장애 학생 성인기 전환, 전환교육, 가족 참여, 가족지원

이가영 Lee¸ Gayoung , 이병인 Lee¸ Byoungin , 배성현 Bae¸ Sunghyun

DOI:10.19049/JSPED.2023.24.3.10 Vol.24(No.3) 247-271, 2023

[Purpose] The purpose of this study was to examine the practical experience of collaboration for early-childhood special education teachers who support young children with special needs in full inclusive classes by age in an elementary-school-affiliated kindergarten, and to determine their difficulties and support needs. [Method] To that end, in-depth interviews were conducted with three early-childhood special teachers who led two full inclusive classes at a kindergarten attached to an elementary school. Through data analysis, 2 upper categories, 9 lower categories and 31 main contents were derived. [Results] First, participants shared professional knowledge with other teachers and experienced encounters with various inclusive classes in the process of implementing collaboration. Second, it was found that the implementation of the「2019 Revised Nuri Curriculum」led to the implementation of various co-teaching efforts and made it more acceptable for early-childhood teachers to play with young children with special needs. Third, the understanding and common accountability of teachers from both sides were mentioned as difficulties experienced in the process of implementing co-teaching. Fourth, in order to support all children in full inclusive classes as “our children”, the teachers requested administrative support such as increasing the number of classes and adjusting the number of children in each class, and the approaches of “one class” and a “joint homeroom teacher system” were activated to implement co-teaching. The need for “communication between teachers” was raised. [Conclusion] The findings of this study are meaningful in that they identify ways to implement effective collaboration among early-childhood special education teachers for the implementation of inclusive classes.

Full Inclusion, Collaboration, Early-Childhood Special Education Teachers, Kindergartens Attached to Elementary Schools, 완전 통합, 협력, 유아특수교사, 초등학교 병설유치원

최나리 Choi¸ Nari , 이재호 Lee¸ Jaeho , 이우진 Lee¸ Woojin

DOI:10.19049/JSPED.2023.24.3.11 Vol.24(No.3) 273-298, 2023

[Purpose] This study investigated trends and contents of research on special education support centers up tp the year 2022. [Method] A total of 37 theses and academic research were analyzed. The research topics were broadly categorized into studies on the importance of central special education support center operation, research on itinerant education as a part of special education services, research on diagnostic assessment as a part of special education services, and studies categorized by disability areas among special education beneficiaries. [Result] The analysis included the legal basis, roles, and limitations of special education support centers. Recently, there has been active research beyond the functions of special education support centers, focusing on the establishment of special education institution. [Conclusion] This study suggests that future research should focus on the operation and comparative analysis of special education institution.

Special Education Support Center, Central Special Education Support Center, Diagnosis and Assessment, Special Education Institution, 특수교육지원센터, 중앙특수교육지원, 진단 및 평가, 특수교육원

김건희 Kim¸ Keonhee

DOI:10.19049/JSPED.2023.24.3.12 Vol.24(No.3) 299-332, 2023

[Purpose] This study analyzes the trend in research related to parents of children with disabilities, and through this, aims to suggest a direction for research to seek support for parents of children with disabilities in the future. [Method] According to the research purpose, 69 domestic journal papers published from 2013 to 2022 were selected, and the selected papers were divided according to year, published journal, and research type, and analyzed again by research subject and research subject. [Results] As a result of the analysis, first, between 2013 and 2016, many papers related to parents of children with disabilities were published, but after 2018, it was found to be low. Second, experimental research, investigational research, correlational research, and qualitative research were used in the order of research methods, and there were few papers using literature research, case studies, causal comparison research, and developmental research. Third, in the case of research topics, there were relatively many studies related to parents' parenting efficacy, parenting stress, and parents' happiness. In the case of experimental studies, parent education programs, play support, and language intervention were frequently used as independent variables, and social interaction, parenting efficacy, or parenting stress were used as dependent variables. Qualitative research has more diverse subjects than other studies. Looking at the subjects of the study, even in all 69 papers, most of the cases were either mothers of children with disabilities participating alone or fathers participating together. On the other hand, only fathers participated in the study alone in only 5 cases (7%). Depending on the type of study, there were cases in which parents of children with disabilities, special teachers, specialists, children with disabilities, mothers without disabilities, and fathers without disabilities were included in the study, but there were few. [Conclusion] In order to better understand the current situation related to parents of children with disabilities and specify the problems to be solved, it is necessary to expand the research topics and areas and diversify the types of research. In addition, it is required that the subjects of the study be centered on mothers and include not only fathers but also related experts such as teachers and therapists.

Young Children with Disabilities, Mother, Father, Parents, Trends, 장애유아, 어머니, 아버지, 부모, 연구동향