조광순 Kwang Sun Cho Blair , 전병운 Byung Un Jeon , 유재연 Jae Yeon Yoo , 이준석 Joonsuk Yi

DOI:10.19049/JSPED.4.4.01 Vol.4(No.4) 1-19, 2003

The purpose of this research was to conduct psychometric analysis of a diagnostic assessment instrument, being developed to identify overall levels of developmental delay and characteristics of infants and toddlers. First, the process of test item development and the result of content validity are described. Second, results from a sample of 296 children between the ages of 0 and 35 months are presented. Explorations of within-scale relationships yielded evidence of content validity as well as construct validity. The results of test-retest reliability and standard error of measurement demonstrates strong stability. The primary limitation of this study is that infants and toddlers with disabilities are not included in the sample, and the generalization of the results to this population is limited. It is suggested that infants and toddlers with disabilities be included in the future study to develop more valid test items and procedures.

발달진단, 발달지체, 진단평가, 장애영아, developmental assessment, developmental delay, evaluation and diagnosis, infants and toddlers with disabilities

임안수 Ahn Soo Lim

DOI:10.19049/JSPED.4.4.02 Vol.4(No.4) 21-39, 2003

The United States has developed special education from segregated education to integrated education. The Education for All Handicapped Children``s Act was passed in 1975 and it required that to the maximum extent appropriate children with disabilities are educated with children without disabilities in general education classrooms. This is called ``mainstreaming``. The goal was to merge general and special education to create more unified system of special education. These effort was termed the regular education initiative(REI). There was another integrated school movement called inclusion which was required to meet educational needs of all students without relation to disabilities and abilities. This integrated school movement was progressive but did not promote full inclusion. Through these movements the integrated education became the norm of special education in the United States. Dr. Hall initiated integrated education for blind girls in Pyeongyang in the beginning of 1900``s. This integrated education was supplemented by resource room model. The Chungju School for the Blind placed its graduates into general middle and high schools in 1950``s and early in 1960``s. The integrated education requirements were included in the Promotion Act of Special Education but its requirements did not have enough contents to implement integrated education. In comparison with special education laws, regulations, and rules between the United States and Korea the results are following: 1. In IDEA 97 each state shall demonstrate to the satisfaction of the Secretary that the state has in effect policies and procedures to ensure that it meets the requirements of integrated education. But there are no such requirements in our special education law. 2. In IDEA 97 each public agency shall ensure that to the maximum extent appropriate children with disabilities are educated with children who are nondisabled. In our law it simply refers to integrated education that children with disabilities are placed in general education classroom. 3. In IDEA 97 children with disabilities shall be placed in special classes and separate schools only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services can``t be achieved satisfactorily. But there is no such requirement in Korean law. 4. In IDEA 97 resource room or itinerant instruction is used as supplementary service for integrated education. But special class is used as supplementary service in Korea. 5. In IDEA 97 IEP team determines that children with disabilities shall be placed into general education classrooms in conformity with integrated education. But there is no such provision in our law. 6. In IDEA 97 each public agency shall ensure that each child with disability participates with nondisabled children in nonacademic and extracurricular services and activities to the maximum extent appropriate to the needs of that child. But there are no such provisions in our law. 7. In IDEA 97 each state shall establish the comprehensive system of personnel development to ensure an adequate supply of qualified special education, regular education, and related services personnel. The state must have on file with the Secretary policies and procedures relating to the establishment and maintenance of personnel standards to ensure that personnel are appropriately prepared and trained. Special education lectures should be included in the contents of special education teachers`` seminars in Korea. 8. In IDEA 97 a public agency places children with disabilities in segregated classes, the state education agency shall review its justification for the actions and assist in implementing corrective action. But there are no such provisions in our law. 9. In the United States, when children with disabilities are educated in the general education classrooms more than 40% of school day, it terms integrated education and when they are educated in the general education classrooms less than 40% of school day, it terms segregated education. But we do not have such a time standard in Korea. 10. In IDEA 97 there are six principles such as a free, appropriate public education, appropriate evaluation, individualized education program, the least restrictive environment, procedural due process, and participation of parents and students to reinforce the integrated education. But there are no such requirements in our law. In the results our integrated education is quite different from that of the United States.

통합교육, 특수교육 법률, special education laws, IDEA 97, inclusion

정은 Eun Cheong

DOI:10.19049/JSPED.4.4.03 Vol.4(No.4) 41-55, 2003

All this while ‘problem behavior’ or ‘behavior disorders’ had understanded individual production of unadaptation. But the most recent it is given attention of learned situation that developmental psychopathology presented a new comprehension possibility about this. Ordinarily, all unadaptation behavior called ‘problem behavior’ or ‘behavior disorder’ too is accomplished pass through a course of adaptive development. In this paper, through critically self-examination work about ‘problem behavior’ or ‘behavior disorder’ it bring up a problem about adaptive competence of these behaviors. As a result of the study in the same manner another a human being behaviors ‘problem behavior’ or ‘behavior disorder’ too is sincere reflection about environmental conditions close around correspond to child come under it. Accordingly problem of ‘problem behavior’ or ‘behavior disorders’ child knew that were sublated uprightly when we companied change of ordinary understanding good senses each our.

발달정신병리학, 발달의 체제화 조망, 적응적 능력, developmental psychopathology, organizational perspective, adaptive competence

김정현 Tae Hun Lee , 이태훈 Jung Hyun Kim

DOI:10.19049/JSPED.4.4.04 Vol.4(No.4) 57-73, 2003

This research aimed to suggest general methodology whereby it considers the learning desire of persons with visual impairment according to the impairment characteristics and designs and implements instructional-learning environment, and thus to expand integrated training opportunities for persons with visual impairment not only in facilities devoted to them but also in general training facilities. Thus, the research collected, translated and reviewed foreign literature and manuals committed to giving environmental and occupational consideration to persons with visual impairment. The basic design principle of instructional-learning environment fitting characteri- stics of visual impairment is to simplify, if possible, the educational place and its structure and arrangement into straight moving line, and make appropriate combination of incandescent and fluorescent lights aimed at selectively adjusting the brightness and minimizing glare. Likewise, the principle is to diminish the number of colors used but use colors with mutual threshold contrasting, provide optical and non-optical devices based on the evaluation of individuals, and offer an engineering-complementary workstation that allow teachers and trainees to interact and is customized to visual characteristics of individual trainees. To expand and reinforce the integrated training of persons with visual impairment at general training institutes, persons with visual impairment should be provided with more opportunities for facilitating education and training and manuals as developed.

시각장애, 학습환경, visual impairment, learning environment

여광응 Kwang Eung Yeo , 박현옥 Hyeon Ok Park , 최환석 Hwan Seok Choi

DOI:10.19049/JSPED.4.4.05 Vol.4(No.4) 75-91, 2003

Recently, the strategy training for learning disabled children is widely applied so that learners themselves can set up self-planning, self-monitoring and self- evaluation, self-instruction and self-regulation strategy training methods that are based on the explicit instruction have proved their effectiveness. The purpose of this study is to compare the effect of self-regulation and self-instruction training methods for reading-comprehension on poor reader, and to investigate the improvement of the perception of self-efficacy for reading- comprehension of the children. In order to accomplish this purpose were 4th, 5th, and 6th graders of registered two primary schools within Daegu and selected 48 students who are delayed more than 1.5 year in their reading comprehension ability by the Reading Ⅱ(Reading Comprehension Test) of the fundamental learning ability test(by Park, Kyong-sook and others, 1985) and they were divided into two groups by 24 children at random. The children were randomly assigned to three conditions of self-regulation strategy training, self-instruction strategy training. The experimental group subjects were trained by two teachers at each experimenting school for 30 minutes, 5 times a week for 20 times in all by utilizing the self-study hours in the morning and lunch time. The following conclusion were obtained from the results and discussions of this study: First, the self-regulation and self-instruction strategy training is effective. The expected improvement of reading-comprehension ability of the self-regulation strategy training is higher than that of the self-instruction strategy training. Second, the effect of the self-instruction strategy training and the self-regulation strategy training is transferred to the effect maintains. The expected improvement of reading-comprehension ability of the self-regulation strategy training is maintained for a long time. Third, a relationship is revealed between the methods of the self-regulation and self-instruction strategy training is transferred to the improvements of self-efficacy for reading comprehension.

자기교시, 자기조절, 독해부진아, Self-regulation, Self-instruction, poor reader

김영숙 Young Suk Kim

DOI:10.19049/JSPED.4.4.06 Vol.4(No.4) 93-112, 2003

If you want to improve the communicative skills of children with mentally disabled, it is very important to consider the special aspects of their impairment and the environmental conditions, but also their personal history. The motorial and functional prerequisites as well as the cognitive and emotional essentials are very important for the development of communication in order to develop an individual therapy. Communication is always founded on normal preverbal interaction, very relevant to every child. The transactional nature has to be taken into account, thus making meaningful cooperation and interaction possible and finding criterious for helpful supportive communication skills.

언어발달, 사회적 상호작용, 의사소통, 치료교육, Language development, Social interaction, Language Intervention, communication, Therapy

김영욱 Young Wook Kim

DOI:10.19049/JSPED.4.4.07 Vol.4(No.4) 113-129, 2003

The purpose of this study was to investigate using common grounds and communication strategies to resolve referential ambiguity in the children with mental retardation and the children without mental retardation matched to them on chronological age, expression language ability, social cognition ability. Common grounds and communication strategies use were examined in a role-playing task in whic the participant responded to ambiguous requests. The results were as follow: In common grounds, the children with mental retardation produced significantly less linguistic copresence to resolve referential ambiguity than did children without mental retardation matched to them on chronological age, social cognition ability. All groups used physical copresence and community membership of common ground. The performance of children with mental retardation was similar to that children without mental retardation matched to them on expression language ability. In relevance to communication strategies, the children without mental retardation included more use comprehension monitoring, clarification request, While the children with mental retardation had selecting objects anything. The children with mental retardation produced significantly less comprehension monitoring, clarification request, to resolve referential ambiguity than did children without mental retardation matched to them on chronological age, social cognition ability. The performance of children with mental retardation was similar to that children without mental retardation matched to them on expression language ability. In conclusion, the findings indicate that though children with mental retardation could use common grounds, they didn``t use communication strategies. Thus In order to improve the communication competence, teachers should develop intervention programs of common grounds and increased opportunities to both strategies knowledge and applying the strategies.

정신지체, 공통기반, 의사소통전략, 사회인지, mental retardation, common grounds, communication strategies, social cognition

권순우 Soon Woo Kwon , 김병하 Byung Ha Kim

DOI:10.19049/JSPED.4.4.08 Vol.4(No.4) 131-152, 2003

The purpose of this study is to find strategies to determine the language characters that late-deafened persons use. The study is based on a survey of the methods of communications for late deafened persons including sign language, oral, writing on paper, gesture etc. Additionally, the study looks at how, when, and where late-deafened people acquire sign language skills and their attitude towards sign language. The results of this study show that understanding and attitude towards sign language vary among the participants depending on the age of onset and the degree of the person relying on sign language for communication.

수화, 의사소통 방법, 중도 실청, 청각장애, sign language, methods of communication, late-deafened, hearing impairment

김경진 Kyung Jin Kim , 강창욱 Chang Wook Kang

DOI:10.19049/JSPED.4.4.09 Vol.4(No.4) 153-172, 2003

The purpose of this study is to get an basic information for the development of korean language education program to teach children with hearing impairment language effectively through analyzing the status of Korean language education curriculum management and korean language education class management. We analyzed the research questionnaire of teachers of the 4th, 5th and 6th grades deaf elementary school and korean language education department in middle and high school in the whole country for 103 teachers of eighteen deaf school. The results of this study are summarized as follows: Firstly, the supply of the subdivided curriculum that suit the reality of the deaf school was needed. Secondly, it was revealed that those teachers hoped that the development and the supply of the listening and speaking materials for the elementary school level and the reading and writing materials for the middle and high school level had to be done by the government of the country. Third, The in-service training program to increase knowledge power of korean language education for special education teachers is quickly held.

농교육, 청각장애교육, 언어교육, 국어교육, Deaf education, Education of Children with Hearing Impairment, Language education, Korean Language Education

이준우 Jun Woo Lee

DOI:10.19049/JSPED.4.4.10 Vol.4(No.4) 173-204, 2003

In this thesis, I tried to explain the relationship between the deaf identity and the psychosocial function of Korean deaf adolescents, such as a state of mind, meeting with stress, family adaptability and student adaptation to school. In advance, therefore, comparing the result with the established deaf identities in the United States, I analyzed the states of the deaf identities into four sub-categories and I could clarify the broad meaning of doing a social work. Then I could discover the interrelation between the four sub-categories and a state of mind, meeting with stress, family adaptability and student adaptation to school. These are the results of this study. First, the deaf identity of Lorean deaf adolescents turned out to be different from American``s established one. Second, the more marginal identity increase, the more a state of mind improver to an affirmative state. Third, obviously evasively negative alternation strategy appeared in meeting with stress. Fourth, with having difficulty communicating with his parents, and with low family adaptability, the atmosphere of family life and the deaf identity of deaf adolescents in deaf school turned out not to have any correlations. Fifth, it turned out that with lower school life, the higher the hearing identity got, the less the student adaptation to school decreased, but they had a correlation.

농 청소년, 농 정체성, 심리사회적 기능, Deaf Adolescents, Deaf Identity, Psychosocial Functions

이한선 Han Sun Lee , 김병하 Byung Ha Kim

DOI:10.19049/JSPED.4.4.11 Vol.4(No.4) 205-220, 2003

In this study, we had a open, honest, free conversation with the three mothers individually and deeply whose children took part in the rehabilitation program after the cochlear implant. Then, we have come to the conclusion as follows by analyzing and interpreting the experience and feelings which mothers had toward the implant while they were taking care of the children with the cochlear implant. Parents usually come across the information about the cochlear implant and are asked to use it for their children while they have both the hearing ability course using hearing aid and the treatment to improve a speech ability in a early education center. The most significant motivation which makes mother decide to have their children get the surgery is that they are so impressed by the changes in those who got the surgery. Especially, as they all agree with the idea that the cochlear implant has more advantages over the hearing aid, it is shown that they all seem to expect that the cochlear implant can make their hearing impaired children get over the limits which the hearing aid has. We can find that there have been many changes in children as well as the parents who participated in this study. Because they all have positive attitude toward the cochlear implant and want to recommand it to other parents, it is definitely better for them to hear with the cochlear than the hearing aid. Thanks to these positive results, the parents having the hearing impaired children are getting confident in the treatment, have more psitive attitudes toward the impairment and think they can expect the better future for their children.

청각장애, 인공와우, 보청기, 청각장애아동 부모, 양육 경험, hearing impairment, cochlear implant, hearing aid, mother, maternal foster experience

최성규 Sung Kyu Choi , 성학기 Hak Ki Sung

DOI:10.19049/JSPED.4.4.12 Vol.4(No.4) 221-239, 2003

The most important difficulty in the field of deaf education is how to teach literacy ability effective for hearing impaired children. The vocabularies understanding is an important fundamental ability to learn the meaning of sentences and semantics in reading and writing. The purpose of this study was to compare and analyze the abilities of vocabularies understanding between hearing impaired and hearing children. One hundred and twenty hearing impaired and one hundred and twenty hearing children who are the first through sixth grade in elementary levels. Korean Standard Vocabulary Test material was adopted to check the vocabulary understanding ability. T-test was utilized for this study. The results were that (a) the hearing impaired children showed steady and slow development to understand the vocabularies; (b) the hearing children indicated rapid development to understand the ability of vocabularies in fourth grade after third grade; and (c) the hearing impaired children delayed about two years later in vocabulary understanding than those of the hearing children. However, the vocabularies understanding ability of the sixth grade hearing impaired children did not exceed fourth grade level in those of the hearing children. Therefore this study concluded that hearing impaired children``s vocabulary understanding ability is limited in hearing children``s fourth grade. This study also suggested that bicultural and bilingual approach which is a new language teaching method is adopted in the field of hearing impaired education to develop the vocabulary abilities.

청각장애아동, 건청아동, 어휘력, 문자이해력, hearing impaired, hearing, vocabulary ability, reading ability

김미경 Mi Kyong Kim , 서경희 Gyeong Hee Seo

DOI:10.19049/JSPED.4.4.13 Vol.4(No.4) 241-258, 2003

The purpose of this study was to investigate difference between normal children and children with reading disabilities, ranged from grade 2 to grade 4 in phonological processing ability. The sample was classified into two groups: (1) a group of 23 children with reading disabilities; (2) a group of 29 normal children. Students in the sample of this study do not have severe emotional problems, uncorrected vision problems, hearing loss, acquired neurological disorders. The results of this study were as follows: 1. Children with reading disabilities performed significantly poorly on test of phonological awareness than children without reading disabilities. 2. Children with reading disabilities performed significantly poorly on test of working memory than children without reading disabilities. 3. Children with reading disabilities performed significantly poorly on test of naming speed than children without reading disabilities. There is also interaction effect between the presence or absence of reading disability and grade on naming speed.

읽기장애. 음운처리능력, reading disability, phonological processing ability

김용욱 Yong Wook Kim , 윤광보 Kwang Bo Yoon , 김남진 Nam Jin Kim

DOI:10.19049/JSPED.4.4.14 Vol.4(No.4) 259-279, 2003

In Special education field, ICT and/or ICT use instruction is use of low tech, classroom advancement, CAI, CD-ROM as well as use of ultramodern IT machinery. when new ideas for ICT are raised, proposed political recommendation is not too heavy a burden to carry out. and so traditional instruction method and information communication machinery are utilized not formal use but heartily use for disabled children``s educational achievement. information society, there is no exception that IT machinery is used in instruction and the present situation comprise special education. but special education is different from general education in many aspect. in that result, educational use types of ICT are divided by three division. curriculum-based, living-based, mixture of curriculum and living. ultimately, the target of ICT use education is preparation of social inclusion, rise in learning. For attain the goal, teaching methods are modified as follows: 1) positive use of classroom advancement, 2) study for subfield related to ICT use, 3) education that compensate for disability, 4) teacher``s direct intervention, 5) application of universal design for learning. but those teaching methods may universal but general principle. so proving the effectiveness of each teaching method, various experiments are followed.

ICT 활용교육, 교수 실행 방안, ICT, ICT use instruction, plan of teaching practice

김영걸 Young Gull Kim , 김용욱 Yong Wook Kim

DOI:10.19049/JSPED.4.4.15 Vol.4(No.4) 281-301, 2003

In the field of special education, various assistive technology(AT) services and devices, which include not only high technology but also low technology are being used for students with disabilities. Especially, Government has invested AT facilities in the special school and class for the qualitative improvement of special education since 1999. Also, the Government is making efforts to enhance the instructional quality by providing technology programs such as multimedia CD-Rom titles and web based instruction programs. Many teachers who are teaching students with disabilities know the necessity of AT in the classroom, but they have the lack of knowledge and experience in providing AT services and using AT devices with the appropriate application strategies. For the practical and appropriate application of AT services and devices to students, general and special teachers should have full knowledge and experience as well as good attitude to using AT. In this study, first, we briefly summarize the findings in our survey for knowledge, experience, and attitude of 134 general teachers and 67 special teachers about AT services and devices. Second, we discuss study advances about applying a functional approach to AT for effective using.

보조 공학, 특수교육공학, 교육공학, Assistive Technology, Special Education Technology, Educational Technology

김원경 Won Kyung Kim

DOI:10.19049/JSPED.4.4.16 Vol.4(No.4) 303-329, 2003

In the postmodernism society, Korean Education has many problems. Roles of schools, teachers, students, and community have changed and been complicated. Relationship between community and school is very important factor to achieve the goal of education. Teachers, parents, and students need to participate community activities to develop educational contents. The school council was made after the establishment of new educational reform policy in May 31 1995. The school council was managed by the members of the school community including principals, teachers, parents, and community leaders. This management system made parents and community people pay their attention on the school administration. The decision making process of this system could be done in democratic ways. The purpose of this study is to investigate the status of the implementation of the school council system and assess the process of the reform. Previous research on the school council system of other countries was reviewed. In this study data was collected from 107 principals of special schools among a sample of 127 principals. The returning rate was 84%. The questions asking principals`` cognition on school councils included four areas : basic purpose, composition, function and operation status of the school council for special school. The major findings are as follows : 1. Seventy one percent of research participants expressed their positive feedback on having the school council in the special school. 2. Many special school principals agreed on the basic concept and purpose. 3. Many special school principals perceived that the school councils functioned well. But most principals did not agree on the separation of the school councils from the school principal. 4. Major problems of the school council are the lack of expertise and authority of the parents and community members.

특수학교 교장, 학교운영위원회, special school principal, school council

나운환 Woon Hwan Na , 유정진 Jeong Jin Ryu

DOI:10.19049/JSPED.4.4.17 Vol.4(No.4) 331-350, 2003

Thus, this study aimed at investigating the actual condition of job promotion policies for people with disabilities. The methods of study analysis from public data to multiple literature and applications of formal job promotion policies model. Taking into consideration all analysis, Korea``s job promotion policies for people with disabilities did not improve. In this regard, the following should be implemented to improve employment policies: First, competitive employment should focus on the industrial manpower supply of both significant disabled and mildly disabled person. Also, establish a basic infrastructure for successful creation of jobs for persons with significant disabilities. Second, the employment quotas for disabled persons now applied to businesses employing 300 or more workers should be extended to cover small and medium-sized businesses so that they will have incentives to employ disabled persons. Eventually, enacting a Disability Discrimination Act would decrease the employment discrimination of individuals with disabilities. Third, employment for persons with significant disabilities who face great difficulty in finding competitive workshould be supported and developed as a means of living so that economic output and human values are given equal importance. Fourth, both competitive and sheltered employment as well as supported employment for the disabled should be covered as the policy of the government. The policy should serve the purposes of increasing industrial productivity and inclusion, and to improve the employment situation. Fifth, study, development and introduction of new and diverse job promotion policy schemes for the disabled also should be aggressively explored in the future.

장애인 고용촉진정책, 고용시스템, Job Promotion Policies, Postsecondary Services, people with Disabilities

조주현 Joo Hyun Cho

DOI:10.19049/JSPED.4.4.18 Vol.4(No.4) 351-378, 2003

The purpose of this study is to examine perception of the employers on the employment of people with disabilities and related variables such as employability, familiarity of regulation, and frequency of contact with rehabilitation agencies. In the pilot study, instrument reliability was investigated based on a respondent group of 15 employers and 26 vocational rehabilitation practitioners. The results obtained through the SPSS Reliability Analysis program indicated that the reliability of all the scales of the instrument was above an alpha level of .9360. Out of the 800 survey sheets sent to employers, 92 were returned. A multiple step process was used to develop the Perception Scale of the Employment of People with Disabilities. The instrument primarily consisted of Likert-scale responses and was divided into four major sections: work skills and attitudes factor, law factor, economic factor, and support and training factor. The conclusions drawn from the results and discussion were as follows. First, the grand mean of employers`` perceptions on work skills and attitudes was 3.91, while its standard deviation was .56. Regarding employers`` perceptions on law factor, the grand mean was 3.59, and the standard deviation was .76. The grand mean of employers`` perceptions on economic factor was 3.58, and its standard deviation was .69. Lastly, The grand mean of employers`` perceptions on support and training factor was 3.64, and its standard deviation was .64. Second, the correlation analysis yielded the following findings. Each sub-factors are very high correlation(p<.001). Correlation among employability, evaluation of experience with persons with disabilities, and the frequency of contact with vocational rehabilitation agencies was very high. Third, the multiple regression analysis yielded the following findings. Familiarity of law, the evaluation of experience with persons with disabilities, and the frequency of contact with vocational rehabilitation agencies could predict employability. In addition, while the familiarity of law could predict law factors and employability, the factors of work skills and attitudes could explain economic factors and support and training factors. Moreover, types of business, familiarity of law, and scales of business could predict law factors while economic factors could explain law factors and support and training factors. Finally, support and training factors could predict economic factors and evaluation of experience with persons with disabilities. These findings present service providers with information that would facilitate successful employment of individuals with disabilities. However, more in-depth, quality studies for employers hiring persons with disabilities need to be conducted in the future to further investigate the relationship among factors dealt in this study. Furthermore, in terms of policy, central and local governments should make every effort to ensure that employers become familiar with laws related to the employment of people with disabilities. Authorities should also ensure administrative and financial assistance, as well as frequent contacts with rehabilitation agencies through public information by means of the mass media.

장애인고용, 고용주인식, 직업재활, 직업배치, employment of people with disabilities, employer`s perceptions, vocational rehabilitation, job placement

조홍중 Hong Joong Cho , 전이상 Lee Sang Chon

DOI:10.19049/JSPED.4.4.19 Vol.4(No.4) 379-402, 2003

The disabled person have been under discrimination in social life compared to normal people. The female disabled person could be under more serious discrimination than the male disabled person in that they are women and have the physical problem with them. The fact that the female disabled person can be objects for more serious social discrimination implies more than the disabled person``s problems in the androcentric society, because there are many troubles they have to face as women. In this reason. the problems concerning the female disabled person are called “Double Discrimination”. When it comes to economic activities such as employment, this "Double Discrimination Problem" is distinct. To relieve this problem in our society, they should be given more opportunities for employment to ensure at least satisfactory income. But, they have been under discrimination not only physically but sexually in getting a job. The reason why they have difficulty getting employed can be found in the difference of the factors such as Human Capital, Cultural discrimination, and Social discrimination. To settle down the discrimination in employment, it is required the expansion of working experience, certificate of qualifications, skill, and job training with the settlement of Cultural discrimination and prejudice. And, most of all, they have to struggle for their rights endowed as social members. For them to be guaranteed the right of the employment, the development of social policies and system should be maintained and acquired with the arrangement of service program.

장애인, 고용, 남성, 여성, disabled person, employment, male, female

이유훈 You Hoon Lee , 김형일 Hyeung Il Kim , 강병호 Byung Ho Kang

DOI:10.19049/JSPED.4.4.20 Vol.4(No.4) 403-426, 2003

The main purposes of this study are to colligate current data of vocational training situations for students with disabilities in Korea, and to offer policy makers basic data which can be used for establishing policy for expanding vocational education opportunities and for improving environments of schools and companies which participate in vocational education and training for students with disabilities. For these purposes, we suggested a vocational education and training system after exploring current trend of transition programs and related theories. Current vocational education situations were examined by investigating present programs offered in special schools and special classes of regular schools. After then some suggestions were chosen. Finally, suggestions for improving vocational education were presented according to the goals of support, the delivery methods of support, support environment, support methods of collaborative company, the roles of other related groups.

직업적성개발, 직업교육훈련, 전환교육, vocational education and training system, improving vocational education, transition programs

이해균 Hae Gyun Lee

DOI:10.19049/JSPED.4.4.21 Vol.4(No.4) 427-443, 2003

The conclusions are as follows from the analytical survey concerning special education teachers`` competencies so as to probe competent special teachers quality. First, in the real state of the education of special education teachers, it is concerned that the supply of teachers will exceed the demand of teachers in the future. And also it is expected that, owing to the lack of supplement of professor, the quality of teachers`` education of educational graduate school, in the process of increasing, will decrease. On the other hand, the opportunities of teachers training, according to the area, are being enlarged. Second, in the common competency of special education teachers, there are accountability, the reformation and innovation of education methods, the cooperation among educational systems, the capabilities of the openings and utilizations of information media and assistance media. Third, in the special education teachers`` international standard competencies, there are totally 126 details of knowledges and skills which belong to 10 items in the common core area and there are totally 474 items which belong to 8 teacher areas in special area, all of which are developed by CEC.

특수교육 교사, 수행능력, Special Education Teacher, Competencies

신현기 Hyun Ki Shin

DOI:10.19049/JSPED.4.4.22 Vol.4(No.4) 445-463, 2003

The education and treatment of students with disabilities has been and continues to be challenge for both regular and special educators. In the ecological perspective, the etiology of behavior is neither entirely internal or external-behavior of teachers and students is considered to be the result of the interaction between an individual and the ecosystem or environment. The analysis of one component of the school environment, classroom interactions between teachers and students, has been the focus of various avenues of educational research for many years. In resent years, research has begun to focus on the observation of specific teacher behaviors and the relation of these behaviors to student outcomes. This study has analyzed inappropriate classroom interactions between students as well as interactions between students and teacher to more precisely describe the nature, course, and implications of disorders in students`` social behavior. In conclusion, the issues discussed have provided a snapshot of the nature of interactions in variety of self-contained classroom for students with disabilities.

상호작용, 상황, 시도, Interaction, Research design, Setting description, Initiative

이숙정 Suk Jeong Rhie

DOI:10.19049/JSPED.4.4.23 Vol.4(No.4) 465-486, 2003

The Curriculum in special education Koreas "therapeutic education activities“, which was started since 2000, yielded recently many follow-up publications. They pointed out that the curricular concept and its constitutive component should be formulated clearly and more oriented at the practice. According to the opinion of author, this discussion dues to the lack of the pedagogic reflection in special education over the possible relationship between therapy and education. As a try for the theoretical basis about this theme, this work aims to analyse the characteristics of the therapeutic methods, which are primary to find in this Curriculum (for example physical therapy, ergo therapy, language therapy, behaviour therapy), and define the controversial arguments about the relationship between these methods and educational factors in special education. Especially, this study follows on from the point of ”incompatibility“　in nature of education with therapy, over the aspect of "the need for identifying both of them”　and until to the “dialectical agreement”. From this pedagogic reflection, it is looking forward to resulting some new prospects, which contribute to the firm relationship for the dynamic interactions of both in the practice.

치료, 교육, 치료와 교육 관계, 치료교육활동, therapy, special education, relationship between therapy and education, therap eutical special education, remedical education

이승희 Seunghee Lee

DOI:10.19049/JSPED.4.4.24 Vol.4(No.4) 487-500, 2003

This study reviewed the characteristics of Waldorf School education with the purpose of exploring any suggestive points from them for special education, especially focusing on curative eurythmy. To do this, reviewed were the educational ideas of Rudolf Steiner, educational methods of the Waldorf School established based on the educational ideas of Rudolf Steiner, eurythmy which is a required course in the Waldorf School, and the meaning of curative eurythmy to special education which is a focus of the present study. Based on these reviews, the conclusions of this study were presented focusing on the suggestive points of curative eurythmy for special education.

루돌프 슈타이너, 발도르프학교, 오이리트미, 치료 오이리트미, 특수교육, Rudolf Steiner, Waldorf School, eurythmy, curative eurythmy, special education

한현민 Hyun Min Han

DOI:10.19049/JSPED.4.4.25 Vol.4(No.4) 501-524, 2003

The present study is aimed at reviewing the rationales and the problems of “therapeutic education” that is peculiarly used in the Korean special education and documenting the historical facts and behind stories related to adopting “therapeutic education” and “therapeutic education activities” as a legal term in the Korea. The study analysed their problems in three dimensions of the logical, the legal, and the pedagogical aspects as well as initiated the counterpoint to the recently published articles and books on the “therapeutic education” in Korea. Especially, “therapeutic education” and “therapeutic education activities” naturally developed in the Korea through the Special Education Promotion Law of 1994 and the Special School Curriculum of 1998 were compared with the “heilpadagogik” and “padagogisch therapie” (educational therapy) of the Federal Republic of Germany, “nurse and training” and recently “independent living” of the Japan, “related service” of the United States of America, and so on. Through these refutation and discussion, several alternatives were suggested to solve the problems of “therapeutic education (activities)” and to present a plan for developing ‘Korean special education (science).’ These included conversing the nature of the “therapeutic education” to remedial education and renaming “therapeutic educational activities” to “therapeutic education and related support activities,” “therapy and related educational activities,” or “related support activities.” Also, the study recommended the need to distinguish among therapy, “therapeutic education,” and “therapeutic educational activities.”

특수교육, 치료교육, 치료교육활동, 특수학교 교육과정, 특수교육진흥법, special education, therapeutic education, therapeutic educational activities, Special School Curriculum, Special Education Promotion Law

오세웅 Se Woong Oh

DOI:10.19049/JSPED.4.4.26 Vol.4(No.4) 525-542, 2003

The study is to grope an efficient Curriculum reconfiguration Device of the classes in which students with special education needs was integrated. As the method of this study, the researcher reviewed the domestic and outside literatures related inclusion and curriculum and then, taken a view of the curriculum regarding integrated class. The conclusion of this study are as follows; First, We have a thought that the viewpoints for an curriculum reformation at inclusive classes should recognized it as the curriculum to be a learning process to students with special education needs. and We are must not apply the standard curriculum to students with special education needs, but should apply to students with special education needs to be re-formated according to what happen now to students with special education needs, and world surrounding them. Second, To make an efficient curriculum reformation plan, we should set a goal of flexible curriculum, and should consider the complex?dynamic relations among diagnosis of total learning, individual student, teacher, materials. Third, To apply the curriculum to classroom, an efficient curriculum formation will make it when make decision among students with special education needs, teaching, and personnels surrounding the content to be. Third, how to secure the educational needs of individual, we should consider curriculum to be differential task and identical objective, differential task multi-objective, identical task multi-objective, and should consider IEP to be investigate in order to secure individual difference.

통합상황, 학급교육과정, 교육과정재구성, Inclusive class, Curriculum reformation

강미라 Mi Ra Kang

DOI:10.19049/JSPED.4.4.27 Vol.4(No.4) 543-577, 2003

The study is to investigate the level of perception of participation, satisfaction of parents and teachers including early childhood special education and kindergarten teacher in order to kindergarten transition of children. The specific purpose of this study are as fellows; First, is to find out the level of perception of parents and teachers`` participation on kindergarten transition. Seconder, is revel the level of perception of parents and teachers`` satisfaction on kindergarten transition. To analyze of data, ANOVAs were performed to examine the level between parents and teachers perception on kindergarten transition as part of participation and satisfaction. The conclusion drawn from the results and discussion of the study was as fellows; First, on the level of participation on the process of transition to kindergarten, in case of parents, parents group with early children with developmental delay who attend at concurrent establishment kindergarten have a high level of participation, while general parent group with early children without developmental delay who attend at concurrent establishment kindergarten have a low level of participation. and in case of teachers, of STM(sending team members), teacher group who have been three year education career have a high perception level of participation, while teacher group who have been below one year education career have a low perception of participation. Second, on the level of satisfaction on the process of transition to kindergarten, in case of parents, parent group with early children with developmental delay who attent at private establishment kindergarten have a high preception level of satisfaction, while parents group with early children with developmental delay who attent at kindergarten class in special school for the handicapped have low perception level of it. and in case of teachers, of RT (Receiving Team Members), teacher group who have been over three years education career have a high level of it, while teacher group who have been below one year education career have a low level of it. The suggestion drawn from the conclusion in the study was as fellows; First, The further study have a necessity of study on the effect of transition in education settings after leaving kindergarten. Second, The further study have a necessity of case study on inter-agencies to be needed cooperation of education agencies, and counseling of parents and teachers, communication·cooperation between STM(Sending Team Members) and RTM(Receiving Team Members). Third, The further study have a necessity of study on transition to kindergarten as subjects personnels who are education administrator, and parents and facility in special schools for early children with developmental delay excluded in this study. Fourth, The following study have a necessity of study on development of korean transition model to kindergarten.

성공적인 유치원 전환, 발달지체유아, 일반유아, 부모, 교사, 참여, 만족, successful kindergarten transition, children with/without developmental delayed, parents, teachers, participation, satisfaction

대구대학교특수교육문제연구소

DOI: Vol.4(No.4) 578-587, 2003