정은 Eun Cheong

DOI:10.19049/JSPED.4.3.01 Vol.4(No.3) 1-15, 2003

This paper is to illuminate the current situation of Special Education. In view of Paulo Freire, I started to reconsider the relation between theory and practice. Especially in this paper, based on the Understanding of “Hakmoonhak(학문학)” suggested by Choi, Dong-Il(조동일), I emphasized the discussion of New Reading, “Context Reading” of Special Education. As a result, I suggested that the ability of the improvement of its own on the view of its process, which can see through the dialectic relation between ‘the Quality of (Think)Orgin’ and ‘Edge’ & ‘Center’, must be required for the discussion of the identity of Special Education.

학문일반론, 특수교육학, 정체성, Special Education, identity, general discussion of the science

조인수 In Soo Cho , 김혜경 Hye Kyung Kim

DOI:10.19049/JSPED.4.3.02 Vol.4(No.3) 17-38, 2003

The purpose of this study is to explore the necessary and instructional approach in developmental disability young children``s self-determination. The concrete purposes are followed. (1) necessity in developmental disability young children``s self-determination instruction. (2) instructional approaches to develop the self-determination``s ability of developmental disability young children. The results are as follows. First, self-determination ability of developmental disability young children is essential educational elements to achieve successful adults outcome. Therefore, it is need to provide both skill training and opportunity for the exercise of self-determination to developmental disability young children at as early an age as possible. Second, IEP``s strategies for self-determination ability are teaching within the context of daily routines, incidental teaching, communication technology, and activity instruction. And teachers are to introduce appropriate instructional strategies for developmental disability young children. Choice is essential element of self-determination ability. Therefore, teachers are to give opportunities for developmental disability young children to develop choice ability. And special educators for developmental disability young children need to consider more seriously and intensively whether or not they are providing adequate attention to the development of choice element that appear to be building blocks for the foundation of self-determination.

자기결정능력, 자기결정훈련, 발달지체유아, 삶의 질, self-determination ability, self-determination instruction, developmental disability young children, life quality, IEP

민천식 Chun Sik Min

DOI:10.19049/JSPED.4.3.03 Vol.4(No.3) 39-56, 2003

This study is to Critique the 1992 system on mental retardation definition, and to analysis characteristics and implications of the 2002 system. The conclusion is as following if arrange. First, reminded all hot argument and friendly criticism in 10 after AAMR``s mental retardation classification and 9 place of terminology chamber pot are published. These criticism links with study, progress and accident that is attained 10 years in mental retardation, exerted effect that is wholesome at this 10 moment. Mental retardation definition that blind point does not exist a little can not be lacking, and universal unanimity may not be deduced about presented definition even if also it is something. Even if definition about these construct elaborates as is exquisite however, will not be able to be free from person``s castle between more or less. But, all mental retardation definition cause effect that keep in mind in lives of many people. Therefore, it may be very important to deliberate criticism of the user and consumer seriously as well as that try and tries for improvement of accuracy and the commensurability as a person who revise definition about construct such as mental retardation understands present about human``s function digit. Second, 1992, mental retardation concept in system function site, ecological viewpoint, and classification and service offer by purpose, emphasize very use of doing support paradigm. 1992, based on opinion for system, it is that must secure enough and suitable service to the system user even if mental retardation terminology and classification learned society adapt in paradigm transfer about mental retardation. It may see as characteristic that do so that can even if our primary challenge of 1992 was that reflect paradigm transfer effort in 2002 systems announcement criticism of a bulky sheep and study that is done next time of 1992 systems integrate and apply more definitely most nuts-and-bolts guide about support diagnostic and classification, and the plan enemy about many sided construct and mind lineage person of mental retardation. Third, mental retardation as well as enougher current year about state of present mental retardation, there is in state of flux even if concern in language and process that use while we give a name, and define, and classify. These state of flux is frustration red and is challenging. This is the frustration enemy to a person because do not depend on past language about mental retardation, definition, model that can become source of stability and perpetuity. But, the state is also challenging. Because it offers an opportunity that combine string trend and can develop state and interests about leading persons affecting in life of people on their society of mental retardation. It is not even if this was realized in scientific or social point of view even if, state of mental retardation is counted to differ in all the world today. Therefore, we will have to go out though conceptualize our definition with AAMR``s definition.

정신지체, 정의, 기본가정, 패러다임, mental retardation, definition, paradigm shift

한경임 Kyung Im Han , 홍창운 Chang Un Hong

DOI:10.19049/JSPED.4.3.04 Vol.4(No.3) 57-85, 2003

The purpose of this study was to investigate the effect of a stretching training program on the physical fitness improvement of students with mental retardation. The three subjects with mental retardation were from a special middle school of Jellanamdo, whose IQs range from standard deviation of -3 to -2, and below -1 in their social quotient. Multiple-basline design across subjects were used to see changes in their muscular endurance, muscle power and flexibility through the stretching training. The conclusions drawn from this study were as follows : First, the stretching training program was effective to improve the muscular endurance, of students with mental retarded. The stretching training program improved their score of the chinning and the sit-up test. Second, the stretching training program was effective to improve the muscle power, of students with mental retarded. The stretching training program improved their score of the standing long jump and sargent jump. Third, the stretching training program was effective to improve the flexibility, of students with mental retarded. The stretching training program improved their score of the trunk flexion. In order to apply this program in the further-studies and more wider educational fields, some recommendation are suggested. First, studies in the future should cover more testes in larger physical fitness areas. Second, future studies should investigate more elements of physical strength of the children with mental retardation. Third, rather than stretching, other programs to improve disabled children``s physical strength should be developed and the national government is required to support financially and administratively.

스트레칭 훈련, 정신지체 학생, 체력 향상, Stretching Training Program, Students with Mental Retardation, Physical Fitness Improvement

추연구 Youn Gu Chu

DOI:10.19049/JSPED.4.3.05 Vol.4(No.3) 87-108, 2003

The purpose of this study was to define the concept of process-based approach and process-based instruction, or PBI, and to shed light on the theoretical assumption and focus of process-based education. It``s ultimately meant to justify the necessity of Ashman and Conway``s PBI and explore its characteristics. When literature concerned was reviewed, it``s found that cognitive strategy has shifted its focus to process-based approach from product-oriented one, probably because it``s widely perceived that the latter approach is difficult to attain the object of education successfully. Next, PBI aims at teaching students to take better advantage of knowledge and structuralize it in cognitive and meta-cognitive processes. Those phases help facilitate the conversion of research mediator``s knowledge into an ideal mental model. Thirdly, PBI turns out to be effective both in regular and special classes. It``s developed to improve the learning capabilities of students with mild intellectual disabilities in special class. This teaching-learning model opens the possibility to mainstream students with special needs, and puts stress on dynamic class. Besides, it focuses on cognitive process, enables students to decide how to take part in lesson, and accelerates their actual class participation.

과정 중심 교수, 결과 지향, 지적장애, process-based instruction, product-oriented, intellectual disabilities

손상희 Sang Hee Son

DOI:10.19049/JSPED.4.3.06 Vol.4(No.3) 109-135, 2003

The purpose of this study was to examine the optimism of children with learning disability and their learning motivation in an effort to determine the impact of optimism on learning motivation and help such children to get successful feedback and be well motivated. The findings of this study were as follows: First, children with learning disability had a tendency to be less optimistic and more inactive, compared to other children without that, and they also tended to make an incorrect judgment of what they could do. Secondly, their learning motivation was weaker than that of other children without learning disability, and they were likely to have a exterior learning motivation or suffer learned helplessness. Third, their optimism had a little impact on learning motivation. Particularly, those who were highly optimistic accepted others better, which was one of the components of learning motivation, and their overall learning motivation could improve consequently. Based on the findings of this study, there are some suggestions about children with learning disability. First of all, they should be trained to be optimistic. Second, future research efforts need to pay attention to other factors that might affect their learning motivation. Third, children with learning disability should be recognized as learners who are especially under a lot of influence of others, and how to encourage teachers and children without learning disability to accept them should carefully be studied. And it``s additionally needed to delve into how their class participation could be stimulated, since they will find it difficult to lead a successful life in adulthood as well as in childhood, if they are excluded from classroom or academic activities on grounds of their high probability of learning failure.

학습장애, 낙관성향, 학습의욕, Optimism, Children with Learning Disability, Learning Motivation

우정한 Jeong Han Woo , 김용욱 Yong Wook Kim

DOI:10.19049/JSPED.4.3.07 Vol.4(No.3) 137-158, 2003

For providing qualitative inclusion service to all students, general and special education teachers have their competence to do the cooperative teaching(co-teaching). However, lack of understanding about knowledge and skills related to co-teaching, general and special education teachers have had difficulty in implementing effective inclusive education in practice. The purpose of this study was to develope and validate of web-based teachers inservice program on co-teaching for effective inclusion. The method of study was as follows. First, literature research and investigation research was conducted to develope teachers inservice program on co-teaching. Second, experimental research was executed to validate the effect of the program. In the experimental research, 10 subjects were employed including 5 general education teachers and 5 special education teachers for 5 weeks. During this period, they had online lessons on co-teaching and interactions with program manager and inter-subjects on the web. After the web-based teachers inservice program on co-teaching was applied to teachers, the program was validated on suitability and application effectiveness. The suitability of the program was examined by learners`` satisfaction with web-based learning. The application effectiveness of the program was investigated by comparing subjects`` pre and post-test on knowledge domain, understanding domain and contents analysis on web-based learning activities materials. The conclusions drawn from the results and discussion were as follows. First, the contents of web-based teachers inservice program on co-teaching was developed through contents analysis, purpose establishment, contents selection and organization. The web-based teachers inservice program on co-teaching was developed through analysis, design, production, evaluation and revision of web-based teaching·learning system design model. The web-based teachers inservice program on co-teaching was consisted of 5 domains such as understanding about special education, understanding about inclusion, understanding about co-teaching, co-teaching practice, adaptation and social ability improvement of students with disabilities. Second, in evaluation of suitability of the program, the participated learners were satisfied with web-based teachers inservice program on co-teaching. From these results it was suggested that contents construction, teaching·learning activities and production area such as information design, interaction design, motivation design, evaluation design and convenience for learners should be considered in development of web-based instruction program. In evaluation of application effectiveness of the program, general and special education teachers`` knowledge about co-teaching and inclusion was improved very much. Teachers`` understanding about co-teaching, co-teachers`` cooperation, all students and co-teaching implementation was changed from negative or neutral to positive attitude. From these results it was suggested that knowledge and understanding about co-teaching and inclusion can be improved by teachers inservice education and that the web-based teachers inservice program on co-teaching was conductive to promote co-teaching competence of general and special education teachers. Finally, this study showed that the web-based teachers inservice education is useful not only to solve problems of the present teachers inservice education such as lack of system, opportunity for inservice education and difficulty on attendance education but also to contribute improvement of teachers`` professionalism for qualitative education.

협력교수, 교사교육 프로그램, Cooperative Teaching, Teachers Inservice Program

대구대학교특수교육문제연구소

DOI: Vol.4(No.3) 163-172, 2003

곽정란

DOI: Vol.4(No.3) 175-177, 2003

박중휘

DOI: Vol.4(No.3) 179-180, 2003

대구대학교특수교육문제연구소

DOI: Vol.4(No.3) 181-198, 2003