김영익 Kim Young-ig , 배구택 Bae Gu-taek , 권순우 Kwon Soon-woo , 최미희 Cho Mi-hee

DOI:10.19049/JSPED.2024.25.1.01 Vol.25(No.1) 1-27, 2024

[Purpose] This study sought to examine the effects of augmented reality-based language instruction on the development of interrogative words and attention in three children with autism spectrum disorder. [Method] The research design used a multi-baseline design among subjects for the development of interrogative words, and a 5-point rating scale through pre- and post-comparative evaluation was used to verify attention concentration. The intervention was conducted 2 to 3 times a week for 3 months, for a total of 39 sessions, and the intervention time was 35 minutes. [Results] First, the effect on the development of interrogative words according to augmented reality-based language instruction improved from 2.0% in the baseline stage to an average of 43.7% in intervention sessions for target infant 1, and from 2.9% in the baseline phase to an average of 48.3% in intervention sessions for target infant 2. Improvement, target infant 3 also showed positive results with an average performance rate of 55.9% improved in the intervention session from 6.1% in the baseline stage. Second, the effect on attention is based on a 5-point rating scale (achievement rate%) through behavioral observation evaluation for all three target infants. Target infant 1 improved from 1.3 (26%) to 3.7 (74%), target infant 2 improved to 1.5 (30%) to 3.8 (82%), and target infant 3's score improved from 1.5 (30%) to 4.2 (84%), confirming positive results in all children. [Conclusion] Composition of language instruction content based on augmented reality can be said to be effective. Understanding the unique and unusual characteristics of children with autism spectrum disorder, where teaching and learning media are important, the language instruction method implemented through a 3D application presented with visual strengths leads to a sense of reality (three-dimensionality), concentration of attention, and voluntary motivation and interest. It suggests that it is positive to pay.

Augmented Reality, Autism Spectrum Disorder, Interrogative Words Development, Attention, 증강현실, 자폐스펙트럼장애, 의문사 발달, 주의집중

왕준진 Wang Jun-zhen , 권순우 Kwon Soon-woo

DOI:10.19049/JSPED.2024.25.1.02 Vol.25(No.1) 29-64, 2024

[Purpose] This study examined the process of acquiring Chinese Sign Language by nine hearing-impaired college students living in a hearing familiesy and investigated their perception of the acquisition and use of these languages. [Method] The study used qualitative research methods to recognize each individual’s unique experience. The researcher attempted to objectively deduce the subjects’ language acquisition process and language perception through the overall research process, which covered interviews, recordings, and analysis. [Results] First, the participants’ interaction with peers was the main path to learning sign language. All subjects in the present study developed a hearing impairment during the sensitive period of language acquisition, this being a time when children cannot decide their own first language. As a result, the parents who believed that acquiring sign language would negatively affect their children’s spoken language acquisition and hence objected to their children’s learning it decided that spoken language should be their child’s first language. Second, the language skills and frequency of language use of the research participants affected their preference for their native language. Those who had used spoken language since childhood considered this to be their native language, while those whose sign language skills were better than their spoken language skills regarded sign language as their native language. [Conclusion] Mainstream culture and mainstream language influence the language perception of people with hearing impairment. Although most of the participants in this study liked sign language, they also acknowledged that spoken language is important and necessary for integration into mainstream society.

Hearing Impairment, Individual in-depth interview, Sign Language Acquisition, 청각장애, 개별 심층면접, 수어습득

포월 Bao Yue , 정다이 Jeong Da-i , 손승현 Son Seung-hyun

DOI:10.19049/JSPED.2024.25.1.03 Vol.25(No.1) 65-95, 2024

[Purpose] Mathematics proficiency holds significant importance in the academic development of children with intellectual disabilities, while also playing a crucial role in a high quality of life. However, many students with intellectual disabilities have difficulty understanding abstract mathematical concepts and skills. Due to the special and individualized learning needs of these children, interventions that are highly adaptive and customized are essential. Therefore, this study was conducted to prove the effectiveness of the Virtual-Representational-Abstract(VRA) instructional sequence in facilitating mathematics learning for one elementary school student with an intellectual disability. [Method] The experiment had a was multiple probe across behaviors design focused on three math learning areas based on the participant’s individual needs: place value, addition, and subtraction. The teacher that provided the intervention was the special education teacher at the student’s school. The teacher conducted baseline, intervention, maintenance sessions with the student for 10 weeks, on a one-on-one basis, in a special class. As the independent variable, the VRA instructional sequence was conducted during three phases while using the app “Number Pieces”, while drawing and while not using any tools. The researcher performed visual analysis for each math learning area, and calculated Tau-U values and PND. [Results] As a result of the study, it was found that intervention improved accuracy in all behaviors. The effect size of intervention and maintenance was very large at 1.00 for all behaviors. The researchers found a functional relation between the intervention package and the student’s math accuracy. [Conclusion] The Virtual- Representational- Abstract instructional sequence had a significant positive effect on math learning for a student with intellectual disability

Intellectual Disability, Mathematics, Virtual Manipulatives, Explicit Instruction, Instructional Sequence, 지적장애, 수학, 가상 조작, 명시적 교수법, 순차적 교수

신주원 Shin Juwon , 안아현 Ahn Ahyun

DOI:10.19049/JSPED.2024.25.1.04 Vol.25(No.1) 97-127, 2024

[Purpose] This study provided behavioral skills training consisting of written instruction, modeling, role-play, and feedback to special education teaching candidates to train paired-stimulus and multiple-stimulus-without-replacement preference assessment and to illuminate the effect of the training on the change, maintenance, and generalization of stimulus preference performance accuracy. [Method] Three special education teaching candidates enrolled in secondary special education were trained in paired-stimulus and multiple-stimulus-without-replacement preference assessment through behavioral skills training. A multiple-baseline design was used across participants, consisting of a baseline, written instruction, modeling, role-play, feedback, maintenance, and generalization. Three children with developmental delays participated in the generalization evaluation. [Results] Stimulus preference assessment training via behavioral skills training improved the accuracy of the special education teaching candidate’s paired-stimulus and multiple-stimulus-without-replacement performance accuracy. Behavioral skills training was effective in improving, maintaining, and generalizing the performance accuracy of the paired-stimulus and multiple-stimulus-without-replacement preference assessment. In addition, the general evaluation conducted on children with developmental delays also showed high performance accuracy. [Conclusion] Behavioral skills training is effective in improving, maintaining, and generalizing the accuracy of paired-stimulus and multiple-stimulus-without-replacement preference assessment by special education teaching candidates.

Behavioral skills training, stimulus preference assessment, special education teacher candidates training, evidence-based practice, 행동기술훈련, 자극선호도평가, 예비 특수교사 훈련, 증거기반 실제

이지선 Lee Jisun , 김유리 Kim Yuri , 백예은 Baek Yae Eun , 최아름 Choi Areum , 이종민 Lee Chongmin , 임보령 Im Boryung

DOI:10.19049/JSPED.2024.25.1.05 Vol.25(No.1) 129-155, 2024

[Purpose] The purpose of this research is to examine the overall experiences and support demands related to lifelong learning of individuals with disabilities, their families and workers in lifelong education institutions in order to enhance the opportunities for lifelong learning participation for people with disabilities. [Method] To address the purpose, in-depth individual interviews and focus group interviews were conducted with a total of 16 participants, including individuals with disabilities and their families who have experience with lifelong learning programs, as well as workers in lifelong education institutions. [Results] The analysis resulted in four main themes and 17 sub-themes related to perceptions and support demands for lifelong learning among individuals with disabilities. The four main themes included the positive impact of lifelong learning for people with disabilities; barriers to participation in lifelong learning for people with disabilities; strengthening lifelong learning programs for people with disabilities; building an infrastructure for lifelong learning for people with disabilities. [Conclusion] Considering the positive impact and necessity of the participation of individuals with disabilities in lifelong learning, multidimensional efforts are needed to expand their involvement. It is crucial to improve physical accessibility to lifelong education institutions and enhance informational accessibility to lifelong learning programs. There is also a necessity to develop high-quality programs and enhance the expertise of personnel. Furthermore, it is important to establish a network system among lifelong education institutions in the local community and build infrastructure. Above all, comprehensive efforts are required to raise awareness about lifelong learning for individuals with disabilities within the local community and foster an inclusive culture.

Lifelong learning for individuals with disabilities, Lifelong education, Lifelong education institution, 장애인 평생학습, 평생교육, 평생교육기관

김용성 Kim Yong-seong , 정진수 Jeong Jin-su

DOI:10.19049/JSPED.2024.25.1.06 Vol.25(No.1) 157-185, 2024

[Purpose] This study aims to explore teacher qualification standards based on Inclusive Science Education-Pedagogical Content Knowledge (ISE-PCK). Additionally, the study aims to explore learning content that fosters ISE-PCK competencies of pre-service science teachers. [Methods] Previous studies and literature on ISE-PCK, special-education teachers, inclusive science teacher qualification standards, and the curricula of teacher training institutions were analyzed to fulfill the purpose of this study. [Results] Teacher qualification standards based on ISE-PCK were grouped into nine categories. The category of inclusive science education(ISE) teaching-learning orientation included teacher professionalism, attitude, and responsibility. Additional categories of teacher qualification standards included knowledge about the curriculum related to ISE, knowledge about the learning content of ISE, understanding of ISE learners, knowledge about teaching-learning strategies of ISE, knowledge about the teaching-learning environment of ISE, and knowledge about the teaching-learning evaluation of ISE. These nine areas were further divided into 50 detailed sub-standards. The learning content to develop the capabilities of ISE teachers included subject-related content such as introduction to special education, science education theory, special education technology, theory of inclusive education for students with disabilities, special physics guidance, and theory of special education curricula. [Conclusion] This study is significant in that it has concretized the qualification standards for detailing ISE teachers' competencies.

Teacher qualfication standards based on ISE-PCK, ISE-PCK, Inclusive science education, ISE-PCK 기반 교사 자격 기준, 통합과학교육 교수내용지식, 통합과학교육

김정연 Kim Jeong-youn , 표윤희 Pyo Yun-hui , 허유성 Heo Yoo-sung

DOI:10.19049/JSPED.2024.25.1.07 Vol.25(No.1) 187-225, 2024

[Purpose] In this study, a Delphi survey was conducted to derive a mid- to long-term developmental plan for lifelong education. [Method] Opinions on a developmental plan for lifelong education for people with disabilities were initially collected from a comprehensive literature analysis, focus-group interviews, and survey results. The opinions of experts were then collected through two rounds of a Delphi survey. [Results] A mid- to long-term developmental plan for lifelong education for people with disabilities was presented in a paper that reported on the second Delphi survey(which further developed the results from the first Delphi survey). This paper sets the goal as the “enhancing the ability of people with disabilities to live independently and adapt to society through the creation of a foundation for lifelong education and strengthening their ability to participate in the local community.” The plan consisted of four areas and 27 tasks. [Conclusion] Based on the results of the study, several aspects of a mid- to long-term developmental plan for lifelong education for people with disabilities in Korea were discussed, and the implications of related policies were debated.

Lifelong education for people with disabilities, mid-to-long-term developmental plan, Delphi survey, 장애인 평생교육, 중장기 발전계획, 델파이 조사