이준석 Joon Suk Yi , 조광순 Kwang-sun Cho

DOI:10.19049/JSPED.5.1.01 Vol.5(No.1) 1-26, 2004

The purpose of this study was to introduce definitions and characteristics of developmental screening and assessment for young children, to identify characteristics and limitations of norm-referenced developmental tests in Korea, and to suggest future directions. It was found that various developmental screening testsare being standardized; However, most tests demonstrated limited phychometric data, and follow-up investigation is needed to improve the reliability and validity of thetests. With regard to the developmental assessment tests, it was found that few tests are being standardized. Further research is needed to confirm the validity of the items and procedures for both screening and assessment tests. It is suggested that young children with disabilities need to be included in standardization. It is also suggested that specific test procedures need to be developed for children with hearing and visual impairments. Futhermore, developmental tests for infants and toddlers are needed due to the limited numbers of tests available in Korea.

발달사정, 발달선별, 발달진단, 표준화검사, 발달지체, 장애영, 유아, developmental assessment, developmental screening, developmental diagnosis, standardized test, developmental delay, young children with disabilities

이석진 Seok-jin Lee , 김삼섭 Kim Sam-sup

DOI:10.19049/JSPED.5.1.02 Vol.5(No.1) 27-49, 2004

The purpose of this research is to investigate a framework that is necessary to analyze the process of changes in Korea special education policies for the development of special education policies. This study was carried out by reviewing papers on policies or educational policies. This research showed that it was reasonable to divide history of policies into the following periods for analysis: the Civilized Nation Period(1870-1911), the Japanese Occupation Period(1911-1945), the American Occupation Period (1945-1948), the Quickening Period of Special Education Policies(1948-1977), the Stable Period of Special Education Policies(1978-1994), and the Developmental Stage of Special Education Policies(1994- ). In the content about the policies of special education, it was appropriate to include the plans of special education, administrative organizations of special education, legislation and systems related to special education, policies of the special education teaching staffs, and policies of the special education curriculum. It was also appropriate to search for (a) the processes of policy demand, policy problems, policy themes, policy discussions, policy formulation, policy adoption, and policy decisions in the formation process of special education policies; and (b) the content of official policies, enforcement organs, guarantee of budget, conflict, changes in enforcement, and discretional limits of enforcers in the process of policy enforcement. Lastly, it was resonable to analyze evaluation of the policies of special education by dividing in the demonstration stage, the validation stage, the supporting stage, and the rational choice stage.

특수교육정책, special education policies

김성애 Sung Ae Kim

DOI:10.19049/JSPED.5.1.03 Vol.5(No.1) 51-68, 2004

The study was implemented in oder that educator could achieve the best teaching in the understanding children with severe disabilities. The following content was described: First, The times-background of the radical constructivism, and the meaning of disability in there. Second, The meaning in terms of ``disability`` in the view of radical constructivism. Third, the limit of constructivism``s aspect on explaining ``prejudice`` or ``misunderstanding`` against disability. Forth, the inter-subjectivity in the phenomenology and Chuang-tzu``s thinking was shortly mentioned, as a solution of the limit of constructivism regarding of disability-understanding.

급진적 구성주의, Autopoiesie, 중도 장애, 장애이해, 현상학, 상호주관성, 장자, Radical Constructivism, Autopoiesie, Severe Disability, Disability Understanding, Phenomenology, Inter-subjectivity, Chuang-tza

노선옥 Sun-og Roh

DOI:10.19049/JSPED.5.1.04 Vol.5(No.1) 69-85, 2004

The purpose of this study was to investigate the attitudes of non-disabled students towards students with physical and multiple disabilities. The participants for this study were 1121 students from 2 elementary schools and 2 middle schools. 569 of them were male and the others were female. The 2nd grade of elementary school and the 1st, 3rd grade of middle school students had experienced inclusive settings with a student with severe disabilities. There were two Questionnaires for this. One was designed by Nak & Budoff(1980) and another was designed by the Korean Institute for Special Education(KISE), titled "I want to have friends with disabilities". To analyze the data, K-means clustering and multiple regression was utilized. The results of this study were as follows;First, A sub-factor of the attitudes of non-disabled students towards students with physical and multiple disabilities had strong relation with each other. And thebehavioral sub-factor was dependent on a negative cognitive sub-factor. Second, the non-disabled students who had experienced inclusive settings with severely disabled students had more negative attitudes(cognitive and behavioral sub-factor) than non-experienced students towards students with physical and multiple disabilities, but grade and sex had no significant statistical difference.

태도, 지체부자유, 중증 장애, Attitude, multiple and physical disabilities, severe disabilities

석동일 Dong-il Seok

DOI:10.19049/JSPED.5.1.05 Vol.5(No.1) 87-102, 2004

The purpose of this study is to estimate children``s whole-word abilities; the norm of whole-word correctness, complexity and proximity. It then attempts to suggest a new method of assessment and treatment by comparing the result of phonological analysis of whole-word approach for phonological impaired children with normal children``s. The subjects who participated in the experiment are 6 three-year-old, 6 four-year-old of normal children and 6 four-year-old phonological impaired children using 153 vocabularies, which were selected by a objective procedure. The results are as follows; Firstly, there is a significant difference in a whole-word correctness, complexity and proximity between three-year-old and four-year-old normal children. Secondly, the result of phonological analysis of whole word approach for phonological impaired children are significantly different comparedto normal children``s, especially a whole-word correctness. Based on the experimental results, it is assumed that children``s level of phonological ability could be found easily through a whole-word approach than phonological approach because it could be compared easily with adult``s pronunciation. Furthermore the norm of whole-word correctness, complexity and proximity for normal children could be presented.

단어단위 접근법, 음운분석, 조음 음운장애, whole-word approach, phonological analysis, phonological disorders

이영철 Young Cheol Lee , 윤상현 Sang Hyun Yun

DOI:10.19049/JSPED.5.1.06 Vol.5(No.1) 103-126, 2004

The purpose of this research is to investigate the solution strategy effects of the sentence problems on the achievement and attitude of underachievers in mathematics. 30 subjects were sampled in the 6th grade of C elementary school, which were subdivided into two groups: An experimental group consisting of 15 underachievers in mathematics at two classes in the 6th grade and a control group consisting of 15 underachievers in mathematics at other two classes in same grade. The conclusions based on results can be outlined as follows: First, solution strategy of the sentence problems had effects on the improvementof experimental group``s achievement in mathematics. The experimental group had higher average score of achievement test in mathematics than before trained. Likewise, the control group had higher average score of achievement test in mathematics after trained than before. Bur the experimental group had higher improvement of average score than control group. Conclusively, it can be found that the experimental group who was trained to makea solution strategy for sentence style problems in mathematics had higher improvement in mathematics than control group who was supplementarily instructed in mathematics. Second, the application of the solution strategy of the sentence problems to underachievers in mathematics was quite effective on the betterment of their attitude to solving problems in mathematics. The experimental group had higher average score in a test for the attitude to solving problems in mathematics than before trained. Likewise, the control group had higher average score in same test after such training than before. But, the experimental group had higher improvement of average score than the control group. It can be concluded that the experimental group who was trained to make a solution strategy of the sentence problems in mathematics had a little more positive improvement in the attitude to solving problems in mathematics than the control group who was supplementarily instructed in mathematics.

수학학습부진아, 수학문장제 해결전략, 수학학업성취, Underachiever in mathematics, Mathematics sentence style problems solution strategy, Achievement in mathematics

이달엽 Dal Yob Lee , 이성일 Sung Ill Lee , 김윤봉 Youn Bong Kim

DOI:10.19049/JSPED.5.1.07 Vol.5(No.1) 127-156, 2004

This study is aimed to develop a community living skill``s inventory for vocational rehabilitation of individuals with developmental disabilities. The research participants are 289 persons with developmental disabilities including mental retardation and 1,356 elementally school children. For the specific goals of the study to suggest proper vocational rehabilitation services efficiently for individuals with developmental disabilities, important variables for community living skills are analyzed. The Community Living-skills Inventory(CLIN) was temporarily devised by selecting and examining scale items. The current researchers also figure out important variables affecting community living skills. This inventory was revealed to be reliable and valid for utilizing assessment tools in the degree of vocational preparation of persons with developmental disabilities. The results of this study can be summarized as follows: First of all, the category of CLIN is composed of the following 9 areas; ① the basic concept, ② the functional signs and symbols, ③ the house management, ④ the health and security, ⑤ the public services, ⑥ the time and measurement, ⑦ the budgeting, ⑧ the career life, ⑨ the personal relations and leisure life. The numbers of items for each category pre-determined are ranged from 18 to 24 scale items totaling 179. Secondly, the reliability coefficients ranged from .6672 to .9699: The basic concept is .8905, and the personal relations and leisure life is .9699. As a results of the validity examination of CLIN, each category of the scales shows high relationships with other criteria. For the content validity purpose, several conference meetings by 3 professors at S university, C university in Seoul and at D university in Daegu, and 9 experienced field practitioners were organized. Criteria-referenced validities are established with IQ scores, social ages, and BRS scores of the participants. Also, construct validities were established using factor analyses. Third, a series of t-tests and analyses of variance (ANOVA) were carried out to compare the groups difference. The 6th graders of general population group got the highest level and ranked next the 5th, 3rd, 4th, 2nd graders and individuals with mental retardation in order of importance. Fourth, regional factors, the experience of employment and the size of family numbers had effects on the degree to which individuals with disabilities live independently in their community.Individuals with mental retardation who showed the high scores in intelligence tests had also high scores in social skill, social age and BRS scores as an evidence of good adjustment. The scores obtained by two groups, persons with developmental disabilities and elemental school children, had quite high interrelations with the following variables: The basic concepts, the functional sign and symbols, the house managements, the health and security, the public services, the time and measurement, the budgeting, the career life, the personal relations and leisure life. Intelligence and BRS scores, social age and social skills had a considerable influence on community living skills. And BRS, intelligence, social age and disability grade had significant effect on community living skills in the categories of public services, time and measurement, money care, job life, personal relations and leisure life. As results of this research study, the rehabilitation services that improve the intelligence level and community living skills should be developed for the successful vocational rehabilitation. To improve adaptation skills which should be acquired, the rehabilitation service delivery system has also to be improved. The CLIN can be an important tool for individuals with mental retardation to assess their skills at work as well as in community. When someone puts the vocational rehabilitation program for individuals with mental retardation into operation, he or she must consider how the vocational rehabilitation program goes according to the functional levels of individuals with mental retardation . In addition, because human resources are very important, performing vocational evaluation should be practiced appropriately during training courses and counseling sessions. Also it is necessary for the vocational evaluators to have an positive attitude and good motivation. These changes will develop and enable to maintain the quality of life and the chances for persons with mental retardation to live in their community independently. Rehabilitation practitioners thoughts and attitudes toward vocational rehabilitation should be innovated.

직업재활, 적응기술, 평가도구, 신뢰도, 타당도, 문항적합도, 사회통합, vocational rehabilitation, adjustment skills, evaluation tools, reliability, validity, test item adequacy, socialo integration

조인수 In-su Cho , 이응훈 Oeung-hyoon Lee

DOI:10.19049/JSPED.5.1.08 Vol.5(No.1) 157-187, 2004

This study is to inquire what kind of relationships between transition and self-determination. During 20th century, especially for the handicapped, transition becomes critical and essential for them. And the self-determination is closely related with their quality of life. So to promote their ability to be self-determined is taught during their attending schools then it will affect their lives of adulthood. So I want to investigate as follows; first, what is self-determination as an education and transition outcome? Second, the necessity of the self-determination education for the handicapped nowadays. Third, what kind of relationships are there between transition services and self-determination? To investigate the first aim, I want to review historical roots of self-determination, factors providing impetus to self-determination, link between self-determination and positive adult outcomes and so on. It is not necessary to discuss the necessity of self-determination for the handicapped. It``s essential and critical element for them that they should learn during their attendance in school. In order to investigate the second aim, self-determination as an education and transition outcome, I want to know what self-determination is, essential characteristics of self-determined behavior, component elements of self-determined behavior such as choice-making; decision-making; problem-solving; goal-setting and attainment; independence, risk taking and safety; self-observation, evaluation, and reinforcement; self-instruction; self-advocacy and leadership; internal locus of control; positive attributions of efficacy and outcome expectancy; self-awareness; self-knowledge. Ensuring that students with and without disabilities are self-determined will be as complex and difficult a process as comparable efforts to ensure that students with disabilities attain gainful employment or community involvement. Skills development in the component elements of self-determined behavior is one key to success; and many proven, effective practices are available that teachers can use to achieve this outcome. To investigate the third aim, I studied what kind of relationships between transition services and self-determination are there. Of course there are many strategies to promote self-determined abilities. And we should combine many methods to promote their abilities during school days for later adulthood life. When they accomplish this ability, self-determination, they can live as a common people in this world though they have disabilities. The concept of self-determination is rapidly gaining attention and acceptance within the disability fields. The focus on self-determination is particularly strong in the transition from school to adulthood movement. So it is necessary for us to cooperate to help them to achieve their self-determination using many methods and strategies. To involve student in their writing IEP, make them participate in community-based activities, find out their strengths and weaknesses to take into consideration their development. Above all we should cooperate in helping their true development with self-determination.

전환교육, 자기결정, Self-Determination, Transition Education

김영한 Young Han Kim

DOI:10.19049/JSPED.5.1.09 Vol.5(No.1) 189-204, 2004

The purpose of this study was to analyze physical education instruction in terms of planning, process and evaluation in middle & high class of school for physical handicaps in an attempt to help provide better, more successful physical education instruction. The findings of this study were as follows : First, regarding teaching materials, physical education teachers who taught middle & high class students in school for physical handicaps were most reliant on teacher``s guides and the Internet, and they often shared teaching materials with their colleagues. But lesson plans(or IEP) were prepared just for form``s sake, and they rarely worked on teaching plans. Second, they sometimes conducted instruction in a permissive and receptive way depending on the given situations, and sometimes they took a strict attitude to prevent safety accidents. And they tried to motivate students in various manners. Third, evaluation was implemented in consideration of the degree of studentdisability. They placed more stock in student attitude including sincerity or zeal than in motor skills, and paper test were used in large part. They looked back on themselves to determine whether or no they did their utmost to provide quality instructions.

지체부자유학교 중, 고등부 체육교과, 체육 교과교육, physical education in middle & high class of school for physical handicaps, physical education instruction

한경임 Kyung-im Han , 공유미 Yoo-mi Gong

DOI:10.19049/JSPED.5.1.10 Vol.5(No.1) 205-227, 2004

The purpose of this study was to find out the improvement of physical expression ability of young children with developmental disability(CDD) through the experiential music appreciation, which has not been investigated in the special education special research field yet. The experiential music appreciation has been applied to three CDD who attended a special school in M city. Then, the body cognition ability, the physical coordination ability and the physical expression ability were measured, if there were improvement than before. The results are following. First, the experiential music appreciation had an effect on the development of the body cognition ability of CDD. It improved the ability to recognize the names of parts of body, to point parts of their face and body as directed and to name parts of their body. Second, the experiential music appreciation had an effect on the improvement of the physical coordination ability of CDD. It fostered to throw balls into a basket, to throw and receive balls in the sky above 2 meters, to exchange balls with their partner, to crashing cymbals and to walk along straight and zigzag lines. Third, the experiential music appreciation had an effect on the improvement of the physical expression ability of CDD. It fostered the expressions with body after listening sounds, which exist in the normal living fields, to imitate sounds of vehicles and animals with body, to respond appropriately as the rhythm and feeling of music, and to express it with instruments or the body. In this study, there were only three male children as participants. It is necessary to apply the program to more various subjects. There should be more following studies, which develop more various music program. The music program in this study was applied intensively in a short period. So, it is possible that there are difficulties to generalize the results and prove the significance of the results. Therefore it is necessary that the application of the music program and observation should be conducted continually.

체험적 음악 감상 활동, 발달장애아, 신체 표현능력, experiential music appreciation, young children with Developmental disability, physical expression ability

권순우 Soon-woo Kwon , 김병하 Byung-ha Kim

DOI:10.19049/JSPED.5.1.11 Vol.5(No.1) 229-251, 2004

The deaf is made up of one``s own unique culture because communication problems interrupt to mainstream into general society. When the coworker or man in company couldn``t have understood their characteristics or communicated one another successfully, it brought problems to successful career adjustment. Based on H company case in Ulsan, this study researches how they control the essential elements of a job - understanding direction, a wage level, working conditions, working environment. level of incidental facilities, personal relationship - what kinds of condition they satisfy from the company, whether they leave it or not, and it is meaningful to draw up a plan about the career adjustment of a person with hearing problem.

의사소통 능력, 직업 재활, 직업 적응 과정, 청각장애, communication skill ability, hearing impairment, vocation adaptation process, vocational rehabilitation

윤병천 Byung-chen Yoon , 김병하 Byung-ha Kim

DOI:10.19049/JSPED.5.1.12 Vol.5(No.1) 253-277, 2004

This study aims to examine the linguistic characteristics of non-manual signals in Korean Sign Language(KSL). Two basic assignments of this study can be outlined that: (a) clarify the morphologic expression for non-manual signals in KSL; and (b) clarify syntactic expression for non-manual signals in KSL. In the methodological aspects, this study used several materials and data for analysis, such as sign language books made by the deaf, video record of sign language as announced and used by the deaf in seminar or during their discussion, video record of conversation between them, and so on. In order to process the data for the results of analysis, 4 sign language interpreters(1 male and 3 females) who had participated in sign language interpretation over 10 years in Daegu metropolitan area analyzed the data along with 2 deaf persons(1 male and 1 female). This study attempted to analyze 71 sign language words quoted from reference books authored by the deaf and other 150 sign language words as used in the situation of seminar, discussion and conversation among them. In terms of syntax, this study also analyzed about 180 sentences as shown in seminar, discussion and conversation among the deaf. First, the results of analyzing the morphemes of non-manual signals quoted from sign language books showed that a word was mainly composed of 1 or 2 morphemes and the action occurring with high frequency was an action of opening lips while contacting upper and lower teeth. Negative mood in Korean sign language included nothing, not, never, cannot, don``t know, and not yet. Tense mood comprised past, present and future tense, respectively. For present, non-manual signals were expressed along with sign languages. For past, a sign language ‘end’ was always used along with a typical motion of lifting eyebrow with head down. Causative mood was often expressed in sign languages like give and let. A non-manual signal of give was expressed via a motion with head down in same direction as sign language. Passive mood was often expressed in sign languages like get(receive) and become. A non-manual signal of receive was expressed via a motion of head down in same motional direction of a sign language receive. Become was expressed via non-manual signal using a motion of nodding head with positive facial look.

한국수화, 자연수화, 비수지신호, 형태론, 통사론, Korean Sign Language, Natural sign language, Non-manual signals, morphologic, syntax

배정화 Sung-kyu Choi , 최성규 Jung-wha Bae

DOI:10.19049/JSPED.5.1.13 Vol.5(No.1) 279-296, 2004

Mental retardation refers to substantial limitations such as mental intelligibilities and social interaction in present functioning. Especially, language abilities are basic social skill to identity and interact with themselves and others in the society as human beings. Unfortunately, the children with mental retardation are usually exposed in language difficulties. Vocabulary is a fundamental tool to lead smooth language development. The purpose of this study was to illustrate the effects of singing with changed words of songs to develop vocabulary abilities for childrenwith mental retardation. Two children, 10.6(MA5.7) and 11.0(MA7.2) years old, with mental retardation were participated for this study. Thirteen sings were selected, and the words of the songs were changed based on seventy two target vocabularies. Pre- and post-test with Korean Standard Vocabulary Test were utilized to verify the effective of the singing to improve vocabulary ability for forty sessions. Each sessions was for forty minutes. The results of this study were that: (a) the singing strategy was effective to improve the receptive vocabulary ability; and (b) the singing strategy was effective to improve expressive vocabulary ability for children with mental retardation. Therefore, this study concluded that the singing is effective to improve vocabulary ability for mental retardation.

정신지체아동, 개사, 노래부르기, 어휘력, mental retarded, singing with changed words of song, singing, vocabularies

이상복 Sang Bok Lee

DOI:10.19049/JSPED.5.1.14 Vol.5(No.1) 297-316, 2004

The purpose of this paper is to give a critique on the topic and its contents of Hyun-Min Han(2003), Dismantlement of therapeutic education and its restructuring: background and henceforth, 4(4), Theory and Its Practice, Journal of Special Education. Considering that Hyun-Min Han(2003) announced the official request of critical opinion on his paper, the current paper concentrated upon its critique on its contents and analysis of its value as academic literature for Hyun-Min Han(2003)``s. The critique analyzed its validity of contents phrase by phrase. Finally, this paper leaves its conclusion entirely to the readers`` judgment.

치료특수교육, 해체, 비평, Therapeutic Education, Dismantlement, Critique

송효진 Hyo-jin Song , 허승준 Suhng-june Hur

DOI:10.19049/JSPED.5.1.15 Vol.5(No.1) 317-339, 2004

The purpose of this study was to investigate the effects of a main idea strategy and self-questioning strategy training on reading comprehension of children with learning disabilities. The specific research questions examined in this study were (a) whether the main idea strategy training had an effect on children``s ability to identify main idea, (b) whether the self-questioning strategy training had an effect on children``s ability to generate questions, and (c) whether the main idea and self-questioning strategy training had an effect on children``s reading comprehension including literal and inferential. The participants of the study included three fourth-grade children with learning disabilities. This study employed an multitreatment design(ABACAD) adapted from the single subject research. The results of the study were (a) the main idea strategy training improved the children``s ability to identify main idea, (b) the self-questioning strategy training improved the children``s ability to generate questions, and (c) the main idea and self-questioning strategy training improved children``s literal and inferential reading comprehension. These results indicated that the reading strategy training employed in the study was an effective program for enhancing the reading comprehension of children with learning disabilities.

중심내용 파악 전략, 자기점검 전략, 읽기이해력, 학습장애, Main Idea Strategy, Self-Monitoring Strategy, Reading Comprehension, Learning Disabilities

최성규 Sung-kyu Choi , 남상직 Sang-jik Nam

DOI:10.19049/JSPED.5.1.16 Vol.5(No.1) 341-367, 2004

The purpose of this was to compare the development of concept and meaning vocabularies for children with learning disabilities after applying mind map strategy. Two children with learning disabilities were participated for this study. The effects of the mind map learning strategy program to the enhancement of the vocabulary power of the children with learning disabilities are as follows. Firstly, it expanded the concept and meaning vocabulary of the children of learning disabilities by enlarging and directing the target vocabularies to branches and detailed branches according to the language domains. Secondly, it expanded vocabularies by stimulating the association power of the children with learning disabilities, and the order of numeral expansion of the vocabularies by the parts of speeches were noun, adjective and verb, while the order of percentage expansion of the vocabularies were adjective, noun and verb. Therefore, this study concluded that mind map learning strategy program is effective to make language life related to the real lives of children with learning disabilities and to have them experience more vocabularies.

마인드 맵, 학습장애, 개념어휘, 의미어휘, mind map, learning disabilities, concept vocabulary, meaning vocabulary

허승준 Suhng-june Hur , 정종희 Jong-hee Jeong

DOI:10.19049/JSPED.5.1.17 Vol.5(No.1) 369-387, 2004

The purpose of this study was to investigate the effects of story retelling strategy on the reading comprehension and fluency of students with learning disabilities in reading. This study employed a multiple baseline design in single subject research design. The independent variable was a story retelling strategy intervention, and the dependent variables were reading comprehension and reading fluency. Participants were four fifth- and sixth-grade students with learning disabilities.The intervention was implemented in 14 to 20, fifty-minute class period over a9-week period. The intervention was implemented in four phases: (a) reading aloud, (b) correcting errors, (c) story mapping, and (d) monitoring story map. Results indicated that the story retelling strategy intervention was an effectiveprogram for enhancing the reading comprehension and fluency of students withlearning disabilities. All the participants`` reading comprehension was radically enhanced and maintained during and after the intervention. In terms of reading fluency of the participants, it was gradually enhanced during the intervention and maintained after the intervention.

이야기 재연 전략, 읽기 이해, 읽기 유창성, 학습장애, Story Retelling Strategy, Reading Comprehension, Reading Fluency, Learning Disabilities

이승희 Seung Hee Lee , 최영숙 Young Suk Choi

DOI:10.19049/JSPED.5.1.18 Vol.5(No.1) 389-414, 2004

This study was conducted to examine management system of special education classes, management condition of curricular for special education classes, qualities and appreciation of special education teachers, administration；finances；inspection condition of special education classes, and to explore ways for solving problems related to the management of special education classes. To do this, a questionnaire that contained 37 questions was distributed to 80 teachers who were in charge of the special education classes in kindergartens. Data from returned questionnaires were analysed using descriptive statistics(frequency, percent, rank etc.) in order of questions. Based on the results, conclusions and several suggestions were presented.

유아특수교육, 유치원, 특수학급, 특수교사, 발달지체유아, early childhood special education, kindergarten, special education classes, special education teachers, young children with developmental delays

조성은 Seong-eun Cho

DOI:10.19049/JSPED.5.1.19 Vol.5(No.1) 415-429, 2004

The purpose of this study was to analyze the efficacy of parent education programs for handicapped children in korea. For this purpose, 10 Doctoral or master dissertation theses which were conducted from 1993 to 2003 in Korea were selected for meta-analysis. Through meta-analyses 35 effect sizes were calculated. Major results of this study are followings. First, overall mean effect size on parent education outcomes was 0.94. Second, the effect sizes of the various approaches ranged between 0.16 and 1.78 and various scale ranged between 0.25 and 1.50.

장애아동, 부모교육, 메타분석, handicapped children, parent education, meta-analysis

이재욱 Jae-wook Lee

DOI:10.19049/JSPED.5.1.20 Vol.5(No.1) 432-452, 2004

The purpose of this study was to investigate the effect on improvement of reading ability on the instruction of script reading for a chid with mild mental retardation. Experimenter selected fairy tales and the scripts of play from textbooks, and adopted them for the scripts of plays in accordance with the level of reading ability of the subject. The results of this study are as follows; First, word recognition of the subject was improved by the instruction of script reading. Second, reading comprehension of the subject was improved by the instruction of script reading. This results were discussed in light of the merits of script such as interest, concision, and expressing emotions.

경도정신지체, 읽기 능력, 극본 읽기지도, the instruction of script reading, a chid with mild mental retardation, improvement of reading ability, the merits of script

조원일 Won-il Cho

DOI:10.19049/JSPED.5.1.21 Vol.5(No.1) 453-470, 2004

This paper investigates the historical and social background leading to the establishment of state hospitals for crippled children. The analysis resulted in the following conclusions. Firstly, such hospitals were established by the states for the relief of destitute cripples. Secondly, the establishment of Minnesota State Hospital for Indigent Crippled and Deformed Children, the first state hospital for crippled children, originated from Haskins`` self-support theory. The theory of possibility for medical treatment and education in crippled children.

지체부자유아, 자활, 사회적 요구, 미국, Crippled Children, Self-Support, Social Needs, United States of America

이한우 Han Woo Lee , 이원령 Won Ryeong Lee

DOI:10.19049/JSPED.5.1.22 Vol.5(No.1) 472-493, 2004

The purpose of this study was to figure out how persons without disability think about disability. Before this study was conducted, we analyzed the stereotypes of university students about disability. Ask them to express their feeling with verb, adject or a sentence when they heard a word ``disability``. There were about 150 words on the feature of disability. We divided them into negative stereotype, affirmative stereotype, and neutral stereotype. For this study, we selected representative 50 words among 150 ones and divided them into three stereotypes again. We examined the attitude according to sex, age, religion, their taking lectures on special education or not, and also to special education majors or not of 348 persons. The results were as follows : First, there is no difference on attitude toward disability according to sex. Second, older persons have more negative attitude toward disability than younger persons. Third, there is no difference on attitude toward disability according to religion. Fourth, persons taking lectures on special education have more positive attitude toward disability. Fifth, persons with special education major have more affirmative attitude toward disability.

장애, 태도, 고정관념, Disability, Attitude, Stereotypes

김병하

DOI:10.19049/JSPED.5.1.23 Vol.5(No.1) 495-501, 2004

대구대학교특수교육문제연구소

DOI: Vol.5(No.1) 503-513, 2004