여광응 Kwang Eung Yeo , 윤숙경 Suk Kyung Yoon , 박현옥 Hyeon Ok Park

DOI:10.19049/JSPED.4.1.01 Vol.4(No.1) 1-23, 2003

The purpose of this study was to examine the relationships between maternal expectancy and maternal use of scaffolded instruction and problem-solving skills of children with Down syndrome. For this purpose, three boys and three girls with Down syndrome whose age were six years old and their mothers participated in this study. The mother-child interaction regarding problem-solving tasks was videotaped and analyzed. The qualitative and quantitative analyses were conducted to find out the condition and quantity of scaffolded instruction used by mothers, and degree of their contingency of the tasks. In addition, it was analyzed whether these children resolved given problems successfully or not. As a result, it was found that the mothers who had more positive expectancy relied more on contingent intervention that regulated the quality and quantity of instructions based on the success or failure of their child``s problem solving tasks, and that their children produced better learning outcome than the children of the mothers who had more negative expectancy. In addition, two-way interrelationships between the scaffolded instruction variable of the mothers and their children``s problem-solving learning variable were found.

기대성향, 비계화 교수, 문제해결, 다운증, Expectation Disposition, Scaffolded Instruction, Problem-Solving Skills, Down Syndrome

조인수 In Soo Cho , 최세경 Se Kyoung Choi

DOI:10.19049/JSPED.4.1.02 Vol.4(No.1) 25-52, 2003

The aim of this study is to investigate the perception level of secondary school teachers on integrated education and obstructive factors of integrated education; the difference in perception level according to the teachers` background variable; and the correlation between the teachers` background variable, perception of integrated education and perception on the obstructive factors of integrated education were investigated. This investigation was conducted with 96 qualified special-education teachers and 132 ordinary teachers who currently teach in secondary schools. The following results were as follows that, as for the perception level of secondary school teachers on integrated education, the special-education teachers`` perception were more affirmative than the ordinary teachers. and as for the obstructive factors of integrated education, the perception level of the special education teachers and regular teachers were similar. and as for the background variable of secondary school teachers and the correlation between perception of integrated education and perception on the obstructive factors of integrated education, the order of the result was, "existence and nonexistence of certificate", "sex" and "degree of interest", respectively. Based on conclusion, study to increase the secondary school teachers`` level of perception on special education need to be conducted, along with various studies on measures to solve the obstructive factors of integrated education.

통합교육, 인식수준, integrated education, obstructed factors, secondary school teachers

한태현 Tae Hyoun Han , 신현기 Hyun Ki Shin

DOI:10.19049/JSPED.4.1.03 Vol.4(No.1) 53-73, 2003

This short essay attempts to approach metaphor as a multidisciplinary subject across different school. Although the issue is wide-ranging and complex, the growing philosophical significance of metaphor parallels its increasing in educational and psychological significance. This essay provides the groundwork, context and locus for the following discussion, seeking to elucidate and criticize various different views on metaphor, and attempting to explore and develop the nature of metaphor. Metaphor understood as a cognitive event opens up a new philosophical paradigm in the study of language. Metaphor is then irreducible and, to an extent, inexplicable. This essay also suggest the role of metaphor. Finally, it is tried to argue that people with learning difficulties also have the metaphorical competence.

은유, 학습장애, 언어와 사고, metaphorical competence, learning difficulties

국미경 Mi Kyung Kuk , 김은주 Eun Ju Kim

DOI:10.19049/JSPED.4.1.04 Vol.4(No.1) 75-94, 2003

This study researched the effect of the musical activity on the seat breakaway of autistic children with three children enrolled in the school for handicapped children located in the Seong-Nam. We practiced musical activity thirty times in total, five times a week for 7 weeks. Every activity lasted for 40 minutes. The result of this study is as follows. This musical activity is effective in diminishing of the seat breakaway of autistic children. Compared with the preliminary examination term, the seat breakaway of three children all decreased in experiment and treatment term, reversal term, post examination term. Child 1, in the interaction with researcher``s instruction and took an active part in the musical activity, accordingly, his seat breakaway behavior remarkably decreased. Child 2 showed up and down two or three times in experiment and treatment term because his emotion change extremely according to the weather. However, his seat breakaway behavior decreased according as he had interest in the rhythmical movement and his favorite piano was presented. The child 3 showed the greatest change. After he got interested especially in drums, he rarely left his seat until the performance was over.

음악활동, 자폐아동, 자리이탈행동, musical activity, autistic children, the seat breakaway

정재권 Jae Kweon Chung , 오정근 Jeong Geun Oh

DOI:10.19049/JSPED.4.1.05 Vol.4(No.1) 95-114, 2003

The purpose of this study was to examine the effect of cooperative learning program on the learning Attitude and self-concept of students with learning disability in moral education. The subjects were three selected educationally retarded students in their second year from a middle school special class in north Jeolla province. The cooperative learning program for moral education was conducted in 18 sessions for nine weeks, 45 minutes each. The findings of this study were as below: First, the cooperative learning program for moral education exercised an influence on improving the learning attitude of the students with learning disability. Second, the cooperative learning program for moral education had an impact on enhancing the self-concept of the students with learning disability. But there were some limits in this study. Just a small number of subjects from a specific region were examined, and all the three students were boys, which didn``t make it possible to see if gender made any differences. And the findings of the study might not be generalizable in other subjects, since the scope of study was confined to moral instruction, and it``s additionally regretful not to produce more detailed results as a standardized test was employed in this study.

도덕과, 협동학습, 학습장애, 학습태도, 자아개념, Learning Disability, cooperate learning program, moral education

아베야스시 Yasusi Abe

DOI:10.19049/JSPED.4.1.06 Vol.4(No.1) 115-127, 2003

Two kind of Brailled Kanzi(Chinese Character) was made in Kanzi-oriented Japan. One is HASEGAWA Sadao’s approach, who visually impaired as an adult. Another one is KAWAKAMI Taiiti’s approach, who was a teacher of school for blind. This study considers the social context of why two kind of Brailled Kanzi systems were made in Japan. Dominant people in Japan thinks Japanese writing system is excellent for its complexity. But even though the people who educated Kanzi over 10 years, many faces difficulty of reading and writing Kanzi. And we can find Brailled Kanzi is far from appropriate for daily use. As Disability Studies argue that ‘disability is socially constructed’ and as Literacy Studies argue that ‘literacy is not an autonomous practice’, we can say thousand of Kanzi characters are social disability, and ‘how we write Japanese’ is highly political determination. When we consider that Korean society has already turned into hangul-oriented society, then, we also have the possibility of reforming Japanese writing system. This paper concludes that what we need is not such like those ‘Brailled Kanzi’ systems but we need reforming Japanese writing system for social inclusion.

일본어표기, 한자점자, 능력주의, 문해연구, Japanese writing system, Brailled Kanzi, ableism, Literacy Studies

박화문 Hwa Moon Park , 한세진 Se Jin Han

DOI:10.19049/JSPED.4.1.07 Vol.4(No.1) 129-150, 2003

The purpose of this study was to examine the relationship between the characteristic in perception of teacher behavior and self-concept of students with physical disability. For this purpose, the questionnaire for perception of teacher behavior and self-concept for students were distributed to 137 students with physical disability. Subjects in this study were in middle school students(n=51) and high school students(n=86) attending now special school for physical disabled: boys 90, girls 47. The test for perception of teacher behavior of students was composed of 4 sub categories - supportive help, negative feed back and teacher direction, work and orientation, high exception and opportunity choice. The self-concept test for students consisted of 4 sub categories, and only three of them was employed, the general self-concept, the academic self-concept, emotional and physical self-concept. To observe relationship between teacher behavior perception and self-concept for students t-test, variance analysis, Pearson correlations were produced in gender, grade. The results of this study were as follows: First, there were significant differences between boys and girls in negative feedback and teacher direction, the teacher``s work and rule orientation out of teacher behavior. But there are no significant differences between boys and girls in the teacher``s supportive help, the teacher``s high expectation, opportunity and choice out of teacher behavior. And there were no significant differences on students``s perception of teacher behavior in grade. Second, there were no significant differences on self-concept - the general self-concept, the academic self-concept, emotional and physical self-concept - characteristics for students with physical disabilities in gender and grade. Third, there were relationship between teacher behavior perception and self-concept. Students``s perception for the teacher``s supportive help, the teacher``s high expectation, opportunity and choice were appeared correlation on the general self-concept, the academic self-concept, emotional and physical self-concept of students with physical disability. However, students``s perception for teacher``s negative feedback and direction is a negative correlation on the emotional and physical self-concept of students with physical disability.

지체부자유, 교사행동지각, 자아개념, physical disability, self-concept, teacher behavior perception

조영자 Young Ja Zo

DOI:10.19049/JSPED.4.1.08 Vol.4(No.1) 151-166, 2003

This study is a case study to identify the change of autistic children``s consciousness in accordance with the variation of things, people, and time which they perceive through art activity. The results of the study demonstrate that autistic children perceive the only remarkable part of things, they show feedback about changes, and are getting have a general idea of things through changed repetition. The results are profitable information for establishing the base of approach to educate autistic children. In addition, the results will be an important key to create the base of learning program for Inclusion which is spreading more and more.

미술활동, 자폐아동, 사물인식, art activity, autistic children, consciousness in accordance

이헌규

DOI: Vol.4(No.1) 171-178, 2003

민천식

DOI: Vol.4(No.1) 181-189, 2003

대구대학교특수교육문제연구소

DOI: Vol.4(No.1) 190-206, 2003