고은 Un Ko

DOI:10.19049/JSPED.3.4.01 Vol.3(No.4) 1-25, 2002

The question on "where Human-being``s communication competence is originated" as well as "what its origin is" has been asked from centuries ago. And the answer to that question is still unveiled. Evolutions theory and neuropsychology in 19th century have a direct influence on modern psychology as well as language research.They provided one of empirical foundations against differentiated function of human-beings, and presented many pathology models for language nature. Neverthless, It has never been enough to explain correlation of interaction among "human-language-surrounding". It makes us to introduce more complete and objective explanation. Not a few researchers have tried experiment of language-trained animals to find concrete answers for language acquisition by a human or language development. Regardless of expectation of behavior theorist and evolutionists, possibility of language acquisition of the ape has not been proved due to neurobiological handicap. This research introduces primitive hypothesis which is able to be a theme of constant discussion and background of problem, and faces the following questions based on the research results about possibility of language acquisition of the ape encouraged by evolutionists at the same time. 1. Why can``t the insistence of some scholars, which the higher ape is able to acquire human-being``s language under conditioned situation, be universally accepted these days ? 2. What is the fundamental to make human-beings possible for language acquisition ? This research has spied on the problems mentioned above, and tried to explain the language acquisition of human-beings through nativism mechanism of brains. The basis of language capabilities by human is not because of neurobiological structural difference of the human brain but because of brain organization for higher integrative function itself.

임안수 Ahn Soo Lim

DOI:10.19049/JSPED.3.4.02 Vol.3(No.4) 27-44, 2002

For the past 27 years, since the passage of P.L. 94-142, many countries adopted the Individualized Education Program(IEP) to improve the quality of education for children with disabilities. The Individuals with Disabilities Education Act was passed in 1997 and its Final Regulations were enacted in 1999. Each State department of education enacted its rules relating to special education. The Korean ministry of education amended the Promotion Act of Special Education in 1994 and adopted IEP for betterment of special education. There are IEPs both in Korea and the United States. The purpose of this study was to analyze IEPs in the aspects of special education laws and to compare the differences between IEPs of two countries. In the results of analysis, Korea focused more on individualized instruction but the United States focused more on individual needs of the students they served as required. In this aspect we overlooked the importance of our services in helping children with disabilities study successfully in our school systems. We would amend the Promotion Act of Special Education in order to emphasize individual needs rather than individualized instruction.

김영비 Young Bee Kim

DOI:10.19049/JSPED.3.4.03 Vol.3(No.4) 45-59, 2002

The purpose of the study was to examine how the movement education program has an effect on the development of the social maturity and interpersonal relationship. And the MGL program which is Frostig``s Movement education program was reconstituted, applied, and practiced for 2 months. The subjects for this study were three elementary level children from D special education school in Busan. Their intelligence was measured with instruments of KEDI-WISC test and D special child``s KIPA intelligence test. The results of this study were as follows; First, the movement education program turned out to be very effective on the improvement of the function of social maturity. This program has showed an noticeable improvement in individual socialization effect. especially in self expression, work ability, self discipline ability, and social ability of C child. Second, interpersonal relationship skills are improved as follows. As inter children activities grow more and more positively through the movement education program, interpersonal strategy use in inter children activities also shows at a higher level. Furthermore, because they continue to participate and then are interested in the movement education program more and more, children learn to help each other and show the more intimate attitude between them and at a result, interpersonal relationship has got to be more harmonious. As the above results indicate, movement education program helps the developmental disability children grow socially and improves their interpersonal relationship skills, thus making them able to function in a regular social environment. Furthermore, the developmental disability children they may realize the existence of others and thus form such a friendly and harmonious interpersonal relationship that they can get along with those who are around them better in everyday``s activities. Therefore, because of the effectiveness of the program in the education of the developmental disability children, the need for movement education program to help them adjust and mature socially is needed and supported, especially in early elementary level children.

정재권 Jae Kweon Chung , 김영록 Young Rock Kim

DOI:10.19049/JSPED.3.4.04 Vol.3(No.4) 61-78, 2002

The purpose of this study was to determine the effect of the basic physical strength program on mentally retarded children. The subjects in this study were five selected mentally retarded children who were using a general welfare agency for the disabled in the city of Kwangju. The instrument used in this study was the up-to-date Physical Strength System by IC card that was jointly developed by the Korea Physical Education Research Institute. The basic physical strength program was conducted 42 times for 16 weeks, three times a week, 50 minutes each. The findings of this study were as below: First, the mentally retarded students investigated were inferior in basic physical strength to non-retarded students. There was a wide gap in power, agility and flexibility, and their muscular power and muscular endurance weren``t sufficient. There was a relatively less gap in balance, but they lacked power especially. Second, the basic physical strength program resulted in improving the physical strength of the mentally retarded children. When exercise loading was gradually increased with the basic physical strength program, they showed a growing development in power, agility, muscular power, muscular endurance, balance and flexibility. In particular, their flexibility improved greatly, which was yet inferior to that of non-retarded students. And they lacked power and agility.

나운환 Woon Hwan Na , 이민규 Min Que Lee , 정명현 Myung Hyen Jeong

DOI:10.19049/JSPED.3.4.05 Vol.3(No.4) 79-106, 2002

The purpose of this study was investigating the effects of leisure activities program on social skill of students with mental retardation. The subjects of this study were 20 high school students of special school located in a Kyongbuk province. The test instrument utilized in this study was Social Skills Rating System developed by Gresham and Elliott(1990). The collected data was analyzed by t-test using the SPSS/PC for windows 9.0 program. The results of this study were as follows; 1. A play based leisure activities program had an effect on improving the social skill of students with mental retardation. 2. A play based leisure activities program had an effect on improving the cooperation of social skill subscale of student with mental retardation. 3. A play based leisure activities program had not influenced on the improvement of the assertion of social skill subscale of students with mental retardation. 4. A play based leisure activities program had not influenced on the improvement of the self-control of social skill subscale of students with mental retardation.

신경미 Kyung Mi Shin

DOI:10.19049/JSPED.3.4.06 Vol.3(No.4) 107-134, 2002

Recently most of special schools have tried various educational methods to practice a large number of qualified intergration program because of prevailing intergrated education between special school and general school, but they recognized some limitations to meaningful integration. The purpose of this study was to make friends and maintain friendship with autistic children and general children, to bring about qualitative conversion to present integration education being practiced in special school and general school at the same time. In this study, one-group pretest-protest design was used. The forth grade twelve autistic children in Miral School and forth grade thirty two children in Wonchon elementary school are the subjects in this study. To verify the efffects of application of the friendship support program, which was deviced and planned on the basis of literature study by investigator, the data was analyzed X²test and qualitative research analysis. The results were the intended education outcome

김용욱 Yong Wook Kim , 김남진 Nam Jin Kim

DOI:10.19049/JSPED.3.4.07 Vol.3(No.4) 135-154, 2002

Recently, in Korea, special education is changing from the level of physical and social inclusion to instructional curriculum inclusion based on constructivism paradigm. So the discussion of the inclusive education should focus the scheme of instructional design for all students, and the instructional design should also think over cognitional and functional aspect. The purpose of this study was the theoretical research about the instructional design in the inclusive education and the understanding of existing circumstances which was the instructional design in the special education. There were specific purposes of this study. First, to consider of general education``s trend of instructional design for comprehend about the basic knowledge of appropriate instructional design in the inclusive education. Second, to understand the research trend about instruction factors related the inclusive education. Third, to discuss and suggest about each factor of instructional design such as instructional conditions, instructional methods and instructional results for the effective instructional design in the special.

박화문 Hwa Moon Park

DOI:10.19049/JSPED.3.4.08 Vol.3(No.4) 155-166, 2002

The purpose of this study was to identify the supportive activities in general class of inclusion for children with special education needs. The results were as follows: First, it``s needed to establish assessment system to find out special education needs of exceptional children in general class. Second, it``s needed to reconstruct the school organization and to establish systematic supportive organization of interclass and extramural bases. Also it``s important to practice curriculum and management according to exceptional children``s special education needs.

권재선

DOI: Vol.3(No.4) 171-181, 2002

김보경

DOI: Vol.3(No.4) 183-185, 2002

김병하

DOI: Vol.3(No.4) 187-191, 2002

곽정란

DOI: Vol.3(No.4) 195-210, 2002

민천식

DOI: Vol.3(No.4) 211-213, 2002

대구대학교특수교육문제연구소

DOI: Vol.3(No.4) 214-224, 2002