김병하 Byung-ha Kim

DOI:10.19049/JSPED.5.2.01 Vol.5(No.2) 1-24, 2004

This study was conducted to describe Rhee, Tae Young``s viewpoint on special education presented in「Education for the Exceptional Children」(1963). Tae Young Rhee established Korea Social Work College in 1961 to prepare teacher of special education, and he published「Education for the Exceptional Children」(1963, Daegu : Jipmoon Printing Company). In this book, Dr Rhee``s viewpoint on disability/handicap were indicated as individual tragedy or medical model. However, Dr Rhee``s viewpoint on integrative education for the children with disability were indicated full inclusion by school restructuring for all children.

이태영, 특수교육개론, 특수교육관, 특수교육총론, 특수교육각론, Tae Young Rhee, Introduction to Special Education, Viewpoint of Special Education

여광응 Kwang-eung Yeo , 박현옥 Hyeon-ok Park , 함윤주 Yoon-ju Ham

DOI:10.19049/JSPED.5.2.02 Vol.5(No.2) 25-44, 2004

The Feuerstein``s Instrumental Enrichment(FIE) program was designed to modify the cognitive structures of the mentally retarded. The purpose of this study is to investigate the effects of FIE program on the improvement of cognitive functions and the diminution of impulsivity of mentally retarded children of Korea. Original FIE program are consisted of 14 sections. This study used 1 section of them(Organization of Dots). In this study, a pretest-posttest control experimental design was constructed to test the effects of FIE program on the cognitive function and impulsiveness. The subjects of this study were 16 mentally retarded children between the age of 7 years and 11 years. The subjects of experimental group and control group were selected from the residental center located Daegu, Korea. 8 mentally retarded children were assigned to experimental group and 8 mentally retarded children to the control group. The experimental group were provided FIE program, Organization of Dots during 44 hours. To obtain, the experimental data, 3 cognitive tests and 1 impulsive test were used: Raven``s Progressive Matrices Test(RPMT), Representational Stencil Design Test(RSDT), Means-Ends Problem Solving Ability Tesr(MEPSAT), and Matching Familiar Figure Test(MEET). The result says that (1) score of RPMT of the experimental group on post-test was significantly higher than that oh the control group, (2) score of RSDT of the experimental group on posttest was significantly higher than that oh the control group, (3) score of MEPSAT of the experimental group on posttest was significantly higher than that oh the control group, (4) score of MEET of the experimental group on posttest was significantly higher than that oh the control group. In conclusion, this study support the effects of FIE program on the improvement of cognitive functions and the diminution of impulsivity of mentally retarded children. However, because this study was trained only ``Organization of Dots`` in FIE program, the result were not noteworthy enough. therefore, to get more perfect results, we need to train ‘full FIE program`` designed by Feuerstein.

FIE 프로그램, 경도정신지체아 ,인지기능, 충동성, Feuerstein`s Instrumental Enrichment, FIE program, mental retardation, cognitive function, impulsion

석동일 Dong-il Seok

DOI:10.19049/JSPED.5.2.03 Vol.5(No.2) 45-70, 2004

There was little research about children with CAPD although there is a high appearance rate of learning disorders, ADHD, hyperactivity disorders andcommunication disorders. This research aims to investigate the nature of CAPD, which are definition, comparison with other related disorders and diagnosis and assessment. Firstly, there``s no one to one relationship between causes and symptoms because the symptoms of CAPD show itself with other related disorders together. Secondly, it``s hard to define CAPD because the individual has over one symptom diversely. Thirdly, it``s hard to differ from other related disorders, especially, learning disorder, ADHD, hyperactivity disorder and communication disorder. The screeningtest has to be developed because there are lots of a point of sameness.Lastly, there are the important features of CAPD. 1) Auditory sensitivity is normal but they do auditory behavior likely to have hearing loss. 2) Generally, it``s hard to comprehend speech in background noise. 3) There``s some loss in temporal information, dichotic listening tests, low redundency stimulus. 4) There``s a certain disorder in binaural interaction tasks.

중추성 청각정보처리, 청각 평가, 청각 지각, 양이 상호작용, Central Auditory Process, Central Auditory Processing Disdorders, Auditory Processing disorders, CAPD, APD, Auditory Perceptual Test, Dichotic Test, Temporal Processing, Binaural Interaction, Masking Level Difference, Sp

최성규 Sung-kyu Choi , 김기생 Ki-saeng Kim

DOI:10.19049/JSPED.5.2.04 Vol.5(No.2) 71-92, 2004

The purpose of this study was to determine attitudes and effective management for the students with hearing impaired concerning inclusion from teachers for thestudents with hearing impaired. Prior to initiating direct contact with the teachers, the principals of the all schools for the hearing impaired in Korea were contacted via mail, and their permission secured. 238 teachers from fourteen schools for the hearing impaired participated. One-way ANOVA procedures with repeated measures based on various independent variables were utilized to analyze the teachers`` attitudes toward inclusion, and Chi-Square were utilized to analyze what factorswere solved to guarantee effective management for the hearing impaired in inclusion environments. Thirty-question survey, twenty four using five-point Likert scale and six using chi-square were developed. This study concluded that : (a) the attitudes toward inclusion for the hearing impaired was accepted negatively. There was no significant correlation between the teachers`` various independent variables such as different levers of instruction, ages,the private and public schools, sex, teacher licences, teaching experiences, inclusion attitudes, and communication skills. The main problem why the hearing impaired may not adopt was due to the difficulties of learning. And (b) the main problem why the hearing impaired return to school for the hearing impaired was the difficulties of learning and communication problems with hearing peers.

통합교육, 청각장애학교, 청각장애학교 교사, 청각장애아동, 태도와 요구도, inclusion, hearing impaired, teachers for hearing impaired, school for hearing impaired, attitudes and needs

박귀메 Gui-me Park , 이규식 Kyu-sik Rhee , 권순우 Soon-woo Kwon

DOI:10.19049/JSPED.5.2.05 Vol.5(No.2) 93-114, 2004

The use of cochlear implant and its verbal rehabilitation effects are contingent on how parents with hearing-impaired children look at that equipment. The purpose of this study was, accordingly, to examine how parents whose deaf children wore cochlear implant and took verbal rehabilitation education had made a decision to receive that operation and how much they were satisfied with it by age group and educational background. The subjects in this study were 87 parents with children who used cochlear implant from Seoul, Busan, Daegu and Ulsan, and questionnaire method was utilizedto gather data. This study were implemented from April through October 2002 in theprocedure of subject selecting, questionnaire distributing, data processing and thesis preparing. Questionnaires used in earlier studies were reconstructed by thisresearcher, and this reorganized questionnaire was finalized through the advice of my professor. The questionnaire was constituted by 20 items, including three about the reason of receiving cochlear implant operation and 17 regarding its satisfaction level. The collected data were analyzed with SPSS/PC(v 10.0). The frequency and percentage were calculated for each of the subareas, and x2 test was employed.

난청, 인공와우, 청각장애, hard of hearing , cochlear implant, hearing impairment

정해동 Hae-dong Jeong

DOI:10.19049/JSPED.5.2.06 Vol.5(No.2) 115-133, 2004

The purpose of this study was to examine the handwriting-related skills, assessment methods, and characteristics of children with cerebral palsy so as to plan efficient teaching strategies for handwriting. For handwriting, children is needed to have perception, motor control, eyes and hands coordination, memory, motor planning, sensory abilities, and appropriate handwriting speed. The assessments of handwriting abilities have to include not only children``s hand functions but also handwriting skills such as their maturation level; gross motor skills; fine motor skills; motor planning abilities; body stability; and possibility of their hearing-visual deficits and perceptual difficulties, and movement impairment. Most of children with cerebral palsy have difficulties in handwriting because they have deficits in their central nervous systems which result in the disabilities of their motor coordination, balance maintenance, and regular movements.To plan efficient teaching strategies for the handwriting of children with cerebral palsy, it is needed to identify the factors which cause them handwriting difficulties and to accurately assess individual handwriting-related skills. In addition, it is needed to identify the handwriting characteristics of children with cerebral palsy and develop individualized intervention strategies for handwriting.

뇌성마비, 쓰기, cerebral palsy, handwriting

김영한 Young-han Kim

DOI:10.19049/JSPED.5.2.07 Vol.5(No.2) 135-148, 2004

The purpose of this study was to make a comparative analysis of the characteristics of the development of receptive vocabulary between children with cerebral palsy at the mental stage of 3 to 5 and non-disabled children in a bid to obtain systematic information on vocabulary guidance for children with cerebral palsy. The findings of the study were as follows: First, the children with cerebral palsy made a progress in receptive vocabulary with age. Like that of non-disabled and mentally retarded children, their receptive vocabulary made a rapid growth at the age of 3 and 4. Second, the non-disabled children also made headway in receptive vocabulary with age. Third, although receptive vocabulary improved in both groups with age, the children with cerebral palsy lagged behind by one or one and a half year, compared to the non-disabled children of the same mental age.

뇌성마비아, 수용어휘 발달, children with cerebral palsy, receptive vocabulary development

조두년 Du-nyoun Cho , 박선애 Sun-ae Park , 김원경 Won-kyung Kim

DOI:10.19049/JSPED.5.2.08 Vol.5(No.2) 149-174, 2004

Students with cerebral palsy have difficulty in breathing and vocalizing owing to their organic cause and they have a unique style in communication. The purpose of this study was to find out the direction of development of augmentative and alternative communication instruments and reveal on what are the methods of the effective language acquisition and expression, after applying an various methods of augmentative and alternative communication in teaching the communication of students with cerebral palsy. The subjects of this study were primary school, 1 grade and secondary school 2 grade who have cognition abilities and more than somewhat choice skills among severe students with cerebral palsy showing language disorder. The method of this study was selected the most necessary sentence 8 items utilizing survey on language use ability for them, and then carried out baseline line test through sentence which it is consider as final goal of language instruction for communication disorder, and put into language intervention train utilizing a verb and noun card, communication version and chip-talk. The results of this study showed that language intervention in communication teaching for severe students with cerebral palsy taken effect chip-talk, verb and noun card, communication version, and sentence in regular sequence. Thus, The suggestion of this study are as follows; that the direction of augmentative and alternative communication in teaching the communication for students with cerebral palsy should be developed chip-talk suitable to our nation.

뇌성마비, 보완대체의사소통, Augmentative and Alternative Communication, Cerebral Palsy

조원일 Won-il Cho

DOI:10.19049/JSPED.5.2.09 Vol.5(No.2) 175-196, 2004

The purpose of the present study was to clarify what duality of educational function dependent on the cause of disease was like and how educational function changed with new social role required to the state hospitals for crippled children. The analysis led to the following conclusions. First, primary education for public education was thought to be good for the temporarily crippled children. Meanwhile vocational education was regarded as best means for self-support of permanently crippled children. Second, new social role made state hospitals for crippled children be characteristic of custodial institution as well as school.

주립 지체부자유아병원, 공교육, 의료, 사회적 역할, state hospitals for crippled children, public education, medical treatment, social responsibility

박석돈 Suk-don Park

DOI:10.19049/JSPED.5.2.10 Vol.5(No.2) 197-213, 2004

The purpose of this study was to investigate the job evaluation in supported employment for the severely disabled through document analysis, which was specifically focused on the transition of the evaluation paradigm according to thedevelopment process of vocational rehabilitation and ecological evaluation of the supported employment program and the ecological evaluation model. Vocational rehabilitation has been developed through three steps, according to which the assessment paradigm has also changed and is developing with focus on the cognitive process approach, ecological and current job assessment to cope with recent severity, duplication and diversification. The evaluation of the severely disabled in the supported employment model should be focused not only on the positive aspects of the personal evaluation reality and the individual ability related to job but also holistic, ecological estimation system considering the nature and environment of the workplace. The ecological job assessment model is composed of measurement, data analysis, and decision making, which concerns itself with the measurement of individual ability. The original job evaluation model emphasizes the measurement of the elements related to the ability and the job of person with disability, on the other hand, the ecological job evaluation in the supported employment emphasized individual ability as well as the ecological and comprehensive measurement such as social circumstances, physical and social organization and relative variables, goal adjustment , system management and traffic and applicable and external stimulation, etc. Namely, job environment as well as external and environmental stimulation can become the factor to decide application in job placement of the community. Therefore, comprehensive evaluation should be performed.

지원고용, 직업평가, vocational evaluation, supported employment, severely disabled

나운환 Woon-hwan Na , 박경순 Gyeong-sun Park , 류정진 Jeong-jin Ryu

DOI:10.19049/JSPED.5.2.11 Vol.5(No.2) 215-243, 2004

The purpose of this study is to develop job promotion models for post secondary services of persons with disabilities. The ultimate goal of post secondary services is to more students into meaningful, remunerative employment and maximally independent living arrangement. As such, this study may include a broad array of possibles services and outcomes, such as, counselling, accessment, work-adjustment traning, skill-training, job development and placement, sheltered employment, supported employment, postemployment services, and assistant technology. The models of this study is to analyze their quality of vocational rehabilitation services, their service outcome data, and surveying in the real status partnership. The conclusions of this study are as following: First, to establish a basic infrastructure for successful creation of job for postsecondary service and en acting a Disability Discrimination Act and a revision of the Disabled persons welfare Act and the Disabled persons Employment promotion and Vocational Rehabilitation Act. Second, have got to building care management system and formulate a plan. Third, require to link inter-agency with as the central Rehabilitation center.

전환고용, 직업재활, 장애인 고용, Transition Employment, Vocational Rehabilitation, Employment

이효신 Hyo-shin Lee

DOI:10.19049/JSPED.5.2.12 Vol.5(No.2) 245-263, 2004

There are two reasons generally why the child``s behavior is recognized as problem behavior. One is that the child``s behavior is deviant when comparing with other children``s behavior. And the other reason is that the behavior is not accepted in social and/or cultural concepts. The purpose of this study was to analyze the current status of problem behavior in special classroom and to illustrate the teachers`` recognition toward the problem behavior. Two hundred and twenty eight special class teachers participated for this study. Frequency and percentage were utilized to analyze the current status of problem behavior in special classroom and to illustrate the teachers`` recognition toward the problem behavior from 12-question survey. The questionnaire was divided into three different dimensions such as the forms and frequency of problem behavior, teachers`` recognition on functional assessment, and needs for support. The results of this study were that: (a) in the forms of problem behavior, there were 8 forms of problem behavior, and the teachers`` recognition on occurrence rate of problem behavior in class completely vary with their gender, class level, and career; (b) most of the teachers cope with problem behavior according to forms of behavior; (c) most of the teachers(more than 70 or 80%) wanted to be support for in-service program and facilities.

문제행동유형, 교사인식, 기능평가, problem behavior, teacher`s recognition, functional analysis

김남진 Nam-jin Kim , 윤광보 Kwang-bo Yoon

DOI:10.19049/JSPED.5.2.13 Vol.5(No.2) 265-290, 2004

In the change the situation of inclusive education of special schooling, the purpose of this research is to find out the consecutiveness of changing systematic motivation for children in special class. The former researchers have defined that special children were weak the intrinsic motivation in immanence or transcendence separatedmotivations as well as typical feature of learned helplessness. However, this research are pointed that the undesirable motivation specific must be not only appeared by raising the interaction between normal and special children, so analyzes and examines 74 people who are elementary, middle and high school students in the special class. The result of research shows that the unmotivated factor without motivation is very low for children in special class and then intrinsic and extrinsic motivation are the same form of variation. In other words, when we see the chain of the motivation, it presents negative changing side from intrinsic to extrinsic enforcement. Children study for having jobs or avoiding scolding from their parents which means that extrinsic motivation and social motivation make them study. On the other hand, they don``t like to study because they feel that studying is difficult or useless for them. In addition, their attributional model is not fixed rather diverse by the influence of normal children. Intrinsic attributional tendency like labor or ability leads their success, but when it comes to failure, intrinsic and extrinsic attribution tendencies affect it. From this project, we can recognize the specially educated children``s motivation by their consecutiveness of systematic motivation. And also, this result is different from psychological, motive features, which has been unveiled so far, of typical specially-educated children and even different from those of normal children. This might be naturally caused through the interchange with normal children around the environment of unification education.

동기, 학습동기, 귀인, 연속적 계열성, Motivation, Learning Motivation, Attribution, systematic continum

정희섭 Hee-sup Jung , 조인수 In-soo Cho

DOI:10.19049/JSPED.5.2.14 Vol.5(No.2) 291-318, 2004

The purpose of this study is to investigate the strategies for curriculum implementation in inclusive setting. This study is to present strategies for curriculum implementation in order for students with and without disabilities to share manifest and hidden effects of general school curriculum. According to the results of this study, curriculum implementation strategies in inclusive setting should be processed as ``procedure`` in order of curriculum assessment, curriculum construction implementation, and implementation for converting the curriculum into teaching. Substantial and uncertain curriculum problems at every stage of implementation should be solved through application of ``method`` in order of platform, deliberation and adaptation. It can be concluded that the premises, the factors, and the strategies for curriculum implementation in inclusive setting can assure the impartiality and validity based on curriculum ``the practical``. Therefore, this study suggests follow-up studies about the field effects of the strategies presented in this study and the practicality of curriculum as a common study paradigm for both special education and regular education.

통합교육, 교육과정적 통합, 교육과정 실행, 실제성 이론, full inclusion, curricular inclusion, curriculum implementation, "the practical" theory

정은 Eun Cheong

DOI:10.19049/JSPED.5.2.15 Vol.5(No.2) 319-340, 2004

Providing appropriate educational counseling is crucial for child development and learning. This thesis discussed the importance of counseling in educating children with special needs, and then examined the practical methods of counseling service to special needs children, especially in terms of ‘Drama Therapy’. After the examination, I found that counseling special needs children is basically not different from general counseling; that more open and innovative counseling approaches from professionals and social workers are critical to development practical examples for counseling children with special needs.

상담, 대화, 상상력, 실천적 감각 활동, counseling, dialog, imagination, practical sensory action

서석교 Seok-gyo Seo , 김홍근 Hong-keun Kim

DOI:10.19049/JSPED.5.2.16 Vol.5(No.2) 341-356, 2004

The present study compared K-WAIS performance of 45 schizophrenic patients and 27 normal subjects. The analytical framework was the four-factor model, which consists of verbal comprehension (VC), perceptual organization (PO), working memory (WM), and processing speed (PS) factors. The schizophrenic group was statistically equal to the control group in VC performance, but significantly inferior to the control group in PO performance. This result suggests normal crystallized intelligence, but deficient fluid intelligence for the schizophrenic group. The concept of fluid intelligence is similar to what is referred to as ‘frontal-executive function’ in neuropsychology. Thus, the low fluid intelligence of the schizophrenic group suggests, from a neuropsychological point of view, deficient frontal-executive functioning. The schizophrenic group was significantly lower in PS performance compared with the control group, suggesting that the schizophrenic group is deficient in psychomotor speed. There was no significant difference in WM performance between the schizophrenic vs control groups.

정신분열병, 지능검사, 인지기능, schizophrenia, intelligence test, cognitive function

염동문 Dong-moon Yeum , 허명자 Myoung-ja Hea , 이한우 Han-woo Lee

DOI:10.19049/JSPED.5.2.17 Vol.5(No.2) 357-380, 2004

The objectives of this study were to seek practical ways to support children rearing of parents with hearing impairments by understanding their problems with rearing their children whose hearing is normal. Parents with hearing impairments have lots of burdens in bringing up and educating their children such as communicating with, teaching language, and coping with psychosocial, financial, and economic affairs. This research targeted at 56 parents who have children whose hearing is normal, whose age is less than 13 and who are living in Gyeongnam province. Those parents were interviewed: For those who can read, a questionaire was used, and for those whose reading was poor, a sign language was used. The results drown from the research were as follows: First, their burden of communicating with their children and teaching them their language was not heavy because they could communicate with their children with their sign language. However, they couldn``t understand fully each other because of the language barrier, so they had difficulties with solving their children``s specific problems on account of insufficient communication between them. Second, concerning their psychosocial burden, those parents showed sensitive responses to rearing their children. The burden was heavy as they had hardships in their economic and social activities due to their disability. Third, their burden of educating their children showed that those parents who were low in understanding written words had difficulties with teaching their children. Their communication with normal teachers increased their burden of the education of their children. Fourth, the low income of those parents was another element adding to their financial burden of rearing their children.

청각장애인 부모, 양육부담, Parents with Hearing Impairment, Parenting Burden

김한철 Han-cheol Kim , 박기용 Ki-young Pak

DOI:10.19049/JSPED.5.2.18 Vol.5(No.2) 381-395, 2004

The purpose of this study was to investigate the effect of acute and chronic exercise about MDA and antioxidant enzyme(SOD, CAT). Ten retarded women (age 27.6±5.48, weight 53.6±12.53) who had not performed regular exercise in previous 2 yr were studied. All subjects were free from known disease. Training which is consisted of running and aerobic exercise. All parameters were measured and analysed before and after training. Maximal oxygen consumption was determined during altered incremental treadmill test. Blood sample was obtained at rest before the test, immediately on completion of the test, and at recovery of 30 min. All participants were tested before and after 12-wk exercise periods. Cortisol concentration did not show any change during acute and chronic exercise. In acute exercise, there was no change in MDA both acute and chronic exercise. Significant differences were observed in SOD between normal control and mental retardation group before training. In chronic effects average plasma SOD concentration increased significantly at immediately exercise. in contrast to pre exercise and recovery in all group and the rate of increases in SOD was higher after training than before training. This increase returned to baseline level during recovery. In conclusion, chronic exercise of mentally retarded adult women showed enhanced exercise capacity. Acute exercise resulted in enhanced metabolic capacity. Acute exercise did not show any change in lipid peroxidation despite of increased Vo2max. The reason of this result may be due to increase antioxydant enzyme(SOD). Further investigation is needed to elucidate the exact mechanism related to the difference of sex, excercise intensity, and molecular approach.

운동, 정신지체여성, 항산화능력, Acute, Chronic Exercise, Antioxidant Enzyme, Mental Retarded Female

조원일

DOI:10.19049/JSPED.5.2.19 Vol.5(No.2) 399-404, 2004

곽정란

DOI:10.19049/JSPED.5.2.20 Vol.5(No.2) 405-407, 2004

대구대학교특수교육문제연구소01

DOI: Vol.5(No.2) 409-420, 2004