김남순 Nam Sun Kim

DOI:10.19049/JSPED.3.2.01 Vol.3(No.2) 1-25, 2002

Improve Relationship in School Education with Community to effective education. Since the postmodernism, the Korean education are in contacted with deep conflict. The Role of schools, teachers, students and parents, community in education is change, Never have so many schools and their community had deal with so much of it. This study on improve relationship in schools and community about role of staffs and organizations for successful education. For effective education 1) community-school relationship should be cooperation roles in curriculum, educational program management, financial supporting, and for instruction. 2) school is empowerment from the community office to each school. community must delegate a substantial amount of authority to the school level. 3) school and educational reform. The reforms of the 1980s have focused public attention on academic learning, and they have created the expectation that schools will teach academic content at high level of understanding to all students. but now pressure for better results from Korea schools, and more consistent performance for different types of students, will continue to mount. Especially community and school relationship is very importance to this 21st, so teachers, parents, and students must co-participation to community activity about educational contents. The following policy tasks were formulated in order to effective school education of community and school relationship and climate must be 1) from teacher-curriculum centered to learner-centered, 2) from acquisition of knowledge and skills to intelligent thinking and knowledge application,3) from individual tasks to collaborative work, 4) from passive learning or listener to active learning, 5) from independent efforts to combined efforts, 6) from discipline-based to integrative, interdisciplinary, transdisciplinary approaches.

김용욱 Yong Wook Kim , 윤광보 Kwang Bo Yoon

DOI:10.19049/JSPED.3.2.02 Vol.3(No.2) 27-44, 2002

Most students with special needs have difficulties in access to general teaching and learning materials with many reasons. Therefore, this study was to investigate the effective strategies for applying universal design to develop teaching·learning materials, specially information and communication technology materials to guarantee the access of all students in inclusive settings. To implement of this purpose, the theory of universal design between architecture and education was compared and analyzed, and the best way of applying universal design to development of teaching·learning materials was investigated. The universal design for learning enables to provide equal opportunities of learning to all learners with various needs when using cutting-edge technology and applying human brain system in development of learning materials. This study suggested how to integrate technology with three different functions of brain system such as cognitive, strategies, and emotional brain system, and further discussed how to design learning materials based on this strategy.

정재권 Jae Kwon Jeong , 손주원 Ju Won Son

DOI:10.19049/JSPED.3.2.03 Vol.3(No.2) 45-67, 2002

The present study is to find out the impact of the self-expression training on self-concept and sociality of underachievers. The participants for this research were sampled from an elementary school located in Sunchang Jeon-Buk. The sample of pupils selected for study came from a group of 7 children who were identified by school as underachievers by getting below 60 score in average on the pretest. Dropping 2 students who couldn``t read from the original sample, there left 5 final samples of students. During 9 weeks, each student was given 18 training sessions; each session lasted 40 min. The results of the study were as follows. First, the self-expression training program influences on the self-concept and sociality of underachievers. All the pupil``s sociality showed improvement varying in extent. Among the sample of students, A, D, C students`` sociality improved considerably. Social and cultural environments mainly affect the development of sociality. The sample students showed progress in getting along friends and doing activities with their teacher. Second, the self-expression training program influences on the development of underachievers`` self-concept. Though the extent of changes are various from one to one, D and E students showed considerable development. After applying the self expression training program, their anthrophobia decreased, and the optimistic self concept was made that their character got round off and they spoke their mind actively. In the aspect of sub fields, they showed considerable improvement on their sense of self in study and sociality and also showed some measure of developments in character and body that those results explained the program was effective.

김정현 Jung Hyun Kim

DOI:10.19049/JSPED.3.2.04 Vol.3(No.2) 69-95, 2002

The purpose of this study was to investigate the web accessibility for visually impaired students. It was to analyze whether students with visual impairments were accessible to web sites. The results were as follows: The analysis of accessibility to web sites for students with visual impairments. First, domestic web sites tended not to comply with web accessibility guidelines in comparison to ones of advanced countries. Second, domestic web sites tended not to offer enough text pages or not to substitute dynamic images with texts. Third, they also tended not to comply with the guidelines in such areas as flash components, color contrast, Pop-Up windows or the use of frame.

최성규 Sung Kyu Choi , 김영옥 Young Ok Kim

DOI:10.19049/JSPED.3.2.05 Vol.3(No.2) 97-116, 2002

Language development and language skills have become increasingly recognized as critical concerns in the education of children with disabilities including mental retarded. Most linguists agree on the sequence of language development during the first five years of life. Also, most mental retarded children who are attending the elementary levels indicated developmental direction and speed, even though the children delay in developmental speed with the ordinary children. The purpose of this study was to compare with the development on concept and meaning vocabulary in schema between mental retarded and ordinary children. Sixty mental retarded children and sixty ordinary children were participate to compare the development of the concept and meaning vocabulary. Fourteen vocabularies selected from Korean Standard Receptive Vocabulary Test. The results were that (a) the mental retarded children indicated the significant differences with age development in concept and meaning vocabularies; (b) in ordinary children there were no significant differences in concept and meaning vocabularies in age development; and (c) the two groups showed that significant differences in the vocabulary development of concept and meaning. Therefore this study concluded that the importance of teaching meaning vocabularies is emphasized in language instruction for mental retarded children.

김영한 Young Han Kim

DOI:10.19049/JSPED.3.2.06 Vol.3(No.2) 117-145, 2002

The purpose of this study was to examine the effect of the visual-motor skills on self-instructional training program for the elementary with cerebral palsy. The training program used in this study was a reorganized programmed version of Walter(1992)``s Self-Instructional Training Program, which was based on Meichenbaum and Goodman(1971)``s Self-Instructional Training Model, stressed spatial directives and focused on self-verbalization. That version was reorganized and programmed by this researcher to fit special school circumstances in Korea. That program was composed of overt guidance, overt self-guidance, faded overt self-guidance and covert self-guidance. The subjects in this study were 40 selected the elementary with cerebral palsy who were in their third to sixth year in a special school elementary division. The 20-member groups were randomly organized with 10 third and fourth graders and 10 fifth and sixth graders in each. The training program was carried out in 10 sessions, for about 2 months. The test instruments used in this study included the visual-motor integration test(VMI), K-ABC triangle test. The first was utilized to measure their visual-motor integration skills, and the second was employed to gauge their construction skills. The major findings of this study were as follows; First, the self-instructional training program based on spital directives had an effect on improving the visual-motor integration skills of the elementary with cerebral palsy. Second, the self-instructional training program based on spital directives had an effect on improving the visual-motor construction skills of the elementary with cerebral palsy, too.

김병하

DOI: Vol.3(No.2) 151-159, 2002

박정식

DOI: Vol.3(No.2) 163-169, 2002

대구대학교특수교육문제연구소

DOI: Vol.3(No.2) 170-177, 2002