박경숙 Kyung Sook Park , 정동영 Dong Young Chung , 정인숙 In Sook Chung

DOI:10.19049/JSPED.4.2.01 Vol.4(No.2) 1-19, 2003

The purpose of this study is to test reliability and validity of KISE-KIT which reflects indigenous customs and suits socio-economic environment in Korea. To achieve the purpose of study, this study was administered with 2,036 students age from 5 through 17 from kindergarten to high school nationwide. To test reliability, we computed split-half coefficients, standard errors of measurement, and test-retest reliability coefficient. To test validity, we calculated correlation coefficients between KISE-KIT and KEDI-WISC, and we also computed intercorrelations among subtests of KISE-KIT. The results of this study are as follows. First, according to the results of reliability test, split half coefficants of each twelve subtests distributes in the range of from average .62 to .94, the reliability of perfomance test appealed as .81 and the reliability of verbal test as .96. Standard error of measurement of performance·verbal and full scale were calculated respectively as 9.38, 6.67, and 6.43. These results are considered as satisfactory. Second, according to the results of validity test, average correlation coefficients revealed that KISE-KIT and KEDI-WISC yielded as .73, .88, and .87 respectively for performance·verbal and full scale intelligence quotient, and intercorrelation for all ages among subtests, performance·verbal and full scale revealed that performance test is relatively more independent than verbal test when related to full scale. Therefore, reliability and validity of KISE-KIT are considered as satisfactory, KISE-KIT could be recommended. as intelligence test for children.

지능, 지능검사, 지능이론, Intelligence, Intelligence test, KISE-KIT

김용욱 Yong Wook Kim , 김남진 Nam Jin Kim

DOI:10.19049/JSPED.4.2.02 Vol.4(No.2) 21-43, 2003

The purpose of this study was to review for a good time and method(strategy) for arousal of learning motivation and the greatest learning effect in use of ICT. The result was following. First, the good time for ICT``s uses purpose of motivation arousal: 1. Introduction period 2. Guarantee accuracy by repeated practices 3. Learning of hypothetical situation to solve actual life Second, the factor in related learning motivation for disabled children: 1. Shorten learning terms(lead time): For disabled children was lack of attention and tenacity, teacher must shorten use of ICT with course of introduction-development-generalization. 2. Set various tasks rather than same types for motivation and conscious of challenge. 3. Serve practice time for learned skill: This is need to maintain learned skill and raise response ratio for new skill. Many cases, teacher``s directed intervention and universal design for learning(UDL) should be adopted. For individualization of many disabled children, it is difficult generalization for uses period, method and time. but for the disabled children``s learning motivation and teacher``s efficiency, effectiveness, practical research should be followed.

학습동기, ICT, learning motivation, UDL, lead time

정진자 Jin Ja Chung

DOI:10.19049/JSPED.4.2.03 Vol.4(No.2) 45-65, 2003

The purpose of this study was to provide a guideline of camp activities for the children with developmental disability. The subjects of this study were 160 teachers and 219 parents in 2 schools for the physical disability, 3 schools for the mentally retarded, 2 schools for the hearing disorder in Jeonbuk, Gwangju and Daejeon. The questionnaire used for this study was composed of three main areas; general characteristics and camp activities. The result of the present study were as following. First, the main programs in the camp activity for the youth contain experience activity, camping and recreation and those for the disabled contain comprehension promotion of youth for the disabled and programs for the family and sibling. Second, on the question data analysis the teachers recognised the necessity of the camp activity during the vacation and they preferred the camp by complex welfare center for the disabled, special education center and social wokers, parents, volunteers, special school teachers orderly. The teachers preferred 2 nights 3 days camp, 1 night 2 days, 3 nights 4 days orderly and the fee for the camp 20,000won, 30,000won, 10,000won orderly. The teachers wanted special camping center for the camp. The teachers wanted the program that promote the interest and confidence of the disabled. The parents wanted the vacation program and confided in the program of special education center and special school and complex welfare center for the disabled orderly. The parents wanted special school teacher, social wokers, therapist. The period of camp that the parents wanted was similar to those of the teachers. the adequate fee per 1 day they wanted was 20,000 won. And they preferred special camping center. So it is necessary that the detail and the content of the camp for the disabled contains mind developing program, social adjustment program, fundamental life program, self-reliance program, improving program in the recognition of the disabled, physical strength program, and recreation activity. And the specified camping activity needs to contain natural experience activity, traditional culture experience activity, adventure activity, promoting physical strength, family camp, and arts program.

발달장애아, 캠프 프로그램, camp activities, children with developmental disability

이한우 Han Woo Lee

DOI:10.19049/JSPED.4.2.04 Vol.4(No.2) 67-85, 2003

This study figures out how people think about disability. It analyzes the stereotypes of disability by university students. Ask them express their feeling with verbs, adject or a sentence when the university students heard the word ``disability``. The result of that, we got about 150 words on the feature of disability. A investigator and an expert of education for the disability limited 33 similar words and then divided into a negative stereotypes, an affirmative stereotypes, and a neutrality stereotypes. So we got a result that 2 of a affirmative stereotypes, 15 of a negative stereotypes, 10 of a neutrality stereotypes and 6 of th rest. This result. we try the social psychology unification can complete more affirmatively than physical unification. The significance of the study helps people helps people has a relation of efficiency with handicapped people through the similar thinking, a general concept of the members in a social.

고정관념, 장애, stereotypes, disability

김혜경 Hye Kyung Kim

DOI:10.19049/JSPED.4.2.05 Vol.4(No.2) 87-108, 2003

The purpose of this study was to investigate the effect of a self-determination instruction on self-regulation and psychological empowerment of high school students with mental retardation. The concrete purposes are to clarify : (1) Does self-determination instruction affect the self-regulation of high school students with mental retardation? (2) Does self-determination instruction affect the psychological empowerment of high school students with mental retardation? The sample for this study consists of 157 high school students with mental retardation. Among them, 76 were experimental group and 81 were control group· Participants in the experimental group received self-determination instruction over a 10-week period with ‘Self-Determination Instruction Program’. ‘Self-Determination Scale’ was used as the instrument of the study to measure their self-determination abilities. The research design was 3 factor design with group(2)·gender(2)·age(3). Statistical tests conducted includes analyses of 3-way ANOVA. The conclusions drawn from the results and discussions were as follows: First, there was significant difference between the self-regulation scores of experimental group and those of the control group after the intervention. Therefore, self-determination instruction is needed to improve the self-regulation of the high school students with mental retardation. And there was no significant difference between the self-regulation scores of the male group and those of the female group after the intervention. Moreover, there were no significant differences between groups based on the age for self-regulation scores. Second, there was significant difference between the mean scores of the psychological empowerment of the experimental group and those of the control group after the intervention. Therefore, self determination instruction is needed to improve the psychological empowerment of the high school students with mental retardation. And there was significant difference between the psychological empowerment scores of the male group and those of the female group after the intervention. Moreover, there were no significant differences between the groups based on the age for the psychological empowerment scores.

정신지체, 자기 결정, Self-Determination, Mental Retardation

김하경 Ha Kyung Kim , 최득남 Deuk Nam Choi

DOI:10.19049/JSPED.4.2.06 Vol.4(No.2) 109-132, 2003

The purpose of this study was to examine effects of the peer acceptance/understanding training program on the Pro-social Behavior and Social Responsibility of students with learning disabilities. Literature review reveals that students with learning disabilities have some deficiencies in social cognitive function. The peer acceptance and understanding training programs used in this study is to improve pro-social behavior and social responsibility such as help, sharing, corporation with others, and making people comfortable. The subjects for this study were 3 (2 boy and 1 girls) student with learning disabilities. All of three subjects were attending in special class. They were given these programs for twice a week for 12 weeks(total 24 sessions). Each session took 30 minutes. The measurement instrument for effect of the peer acceptance and understanding training programs was pro-social behavior and social responsibility tests. The effect of the peer acceptance and understanding training programs, each score of pre-test, post-test, and follow-up-test from the experimental group was compared.. Major conclusions from the result and discussion were summarized as follows. First, the peer acceptance and understanding training programs were effective to improve pro-social behavior of students with learning disabilities. Second, the peer acceptance and understanding training programs were effective to develop social responsibility of students with learning disabilities. Findings from the this study further suggest that comprehensive and systematic training programs for facilitating pro-social behavior should be continuously developed.

학습장애, 사회적 책임감, Social Responsibility, Learning Disabilities

김남순 Nam Soon Kim , 류희성 Hee Young Ru

DOI:10.19049/JSPED.4.2.07 Vol.4(No.2) 133-154, 2003

It IS Assumed that the mentachallenged have existed since human history began and education targeted for them has been developed greatly from education of a wild kid by Itard in 15 th century to the modern integrated education. Therefore, this study was design to analyze psychological characteristics of the mentally-challenged through an examination of portraits as a mirror of complex self-image and to identify their developmental level to helf find proper methods in them of education and clinical research. Seven students of the Y special school located in Jennam were interviewed for psychological diagnosis with analysis standard of portraits presented by "Omodomo". The results of the study were as follows: 1)Characteristics of portraits according to developmental stages and index of the mentally- challenged stay between stage 2 or 4 for children between the ages of 4 and 9, which is two and three stages lower than the normal developmental stage of students in the same age group. 2)Observations shown in portraits, survey of characters, and analysis standards of portraits were as follows: It was observed that they were impatient, distractive, stubborn, impulsive and passive. In symbolic meaning shown in representational characteristics of portraits, their potential characters such as aggressive, optimistic, passive, dependent, selfish and inferior were analyzed. When characteristics according to analytical standards of portraits were examined, there were four students with biased self-motive, two with bi-polar self-motive and one with passive behavior. As they were stubborn, selfish, masculine, and optimistic while being passive and feminine, they shrank with mental conflict, frustrated desires, feelings of inferiority and dependency. These characteristics were identified with general characters of the mentally-challenged children. Also there were problems related to neurotic factors, inferiority due to physical disorder and parents`` attitude about the mentally-challenged children

정신지체아동, the mentally retarded

김병하

DOI: Vol.4(No.2) 159-165, 2003

김은숙

DOI: Vol.4(No.2) 169-171, 2003

대구대학교특수교육문제연구소

DOI: Vol.4(No.2) 172-189, 2003