이해균 Hae Gyun Lee

DOI:10.19049/JSPED.6.1.01 Vol.6(No.1) 1-18, 2005

The purposes of this study were, to investigate the structure of sighted university students`` attitudes towards academic supports for students with visual impairments. The subjects consisted of 392 sighted university students in 4 universities in Daegu, Gyungbuk area and, to whom a 25 item questionnaire was distributed. The results were as follows.In the general structures of university students`` attitudes toward academic supports for students with visual impairments and in the consciousness of sighted college students toward peers with visual impairments, the students in the department of culture and society were higher than those in the nature department and the students`` consciousness structure who have experienced the programs related with handicaps, attended the lectures related with handicaps, and studied with the handicapped peers were higher than those who have not. In the sighted students`` consciousness structure for the peers with impairments`` inclusion, the supports of instruction and learning, the students who have ever experienced the programs related with handicaps, attended the lectures related with handicaps and studied with the handicapped peers were higher than those who have not. In the sighted students`` consciousness structure for the academic supports and equipment and facilities related with the system of school affairs and studies, the structures of students who have ever studied with the visual impairments were higher than those who have not.

시각장애학생, 학사지원, student with visual impairments, academic supports

윤병천 Byung-cheon Yoon

DOI:10.19049/JSPED.6.1.02 Vol.6(No.1) 19-36, 2005

Sign language related papers that were published in domestic journals and proceedings were investigated to identify the trend of research on sign language in Korea and set the direction of future researches. A total of 64 papers on sign language that had been published in the 27 kinds of domestic journals and proceedings from 1986 to 2004 were analyzed to journals and proceedings, research methods, and research topics, by publication year. Among the journals and proceedings, sign language publications took the most portion, with 9 publications (14.06%). By research methods, literature review was used in 28 papers (43.75%), experimental study in 16 papers (25.00%), and qualitative study in 11 papers(17.18%). By research topics, sign language studies (dactylology) was most frequently studied, in 15 papers(23.44%). Research population was, according to the 30 papers except for 34 papers of miscellaneous topics, mostly school aged children and adults(24 papers, 37.50%), in specific, the school-aged children in 14 papers (21.88%) and the adults in the 9 papers (14.06%). Based on these findings, the direction of future research was discussed.

수화, 농인, 학술지, 연구지, sign language, deaf people, journals, proceedings

옥정달 Jung-dal Ok

DOI:10.19049/JSPED.6.1.03 Vol.6(No.1) 37-55, 2005

The purpose of this study is to analyze the research trends and to explore implications for future research in hearing impairment in Korea. To do this, 125 research papers were selected from national assembly library to hearing impairment. The 125 papers were analyzed in terms of method, subjects of research, and topics of research. The results of this study were as follows : First, the findings showed that there were many experimental studies, survey studies, literature reviews and quality studies in order, and early 1990s, there were many survey studies. Second, In subject of research, there were many studies, over 50 percent, related to school age subjects. Third, In topic of researches, there were many researches related to language. Also, related curriculum and career of hearing impairment.

청각장애, 청각장애연구, 교육대학원, 특수교육대학원, 청각장애연구동향, hearing disorder, survey study, quality study, literature review, dissertation

최성규 Sung-kyu Choi

DOI:10.19049/JSPED.6.1.04 Vol.6(No.1) 57-76, 2005

During the past ten years, the important events such as curriculums, teachers licence system, and cochlear implant that could lead a radical restructuring of deaf education have emerged. The purpose of this study was to compare attitudes concerning deaf culture from deaf school teachers. The longitudinal study was utilized for this study. Choi applied to determine the teachers`` attitudes toward deaf culture in 1995 with 30-question survey using a five-point Likert scale. The same questionnaire used to compared the teachers`` attitudes toward deaf culture. Three-way ANOVA procedures were utilized to analyze the teachers`` attitudes toward deaf culture. The results of this study were that: (a) the teachers`` attitudes toward deaf culture between ten years ago and today were no different. There were no significant correlation between attitudes of teachers who were employed at different levels of instruction, such as elementary and middle school. However there are significant differences between attitudes of teachers according to hearing conditions such as deaf and hearing. And (b) there were no significant correlation in sign language, deaf society, and curriculum for the deaf between ten years ago and today and different levels of instruction, however, there was a significant difference between hearing conditions. This study concluded that the deaf school teachers`` attitudes toward deaf culture were stereotyped in South Korea.

청각장애교육, 농문화, 청각장애학교 교사, 수화, 농인사회, 농학교 교육과정, Deaf Education, Deaf Culture, Teacher for the Deaf, Sign Language, Deaf Society, Curriculum for the Deaf

정은 Eun Cheong

DOI:10.19049/JSPED.6.1.05 Vol.6(No.1) 77-105, 2005

The purpose of this study is to know an understanding about handicap/handicapped person of non-handicapped pupils.As a result of this research we can know following: On one hand the non-handicapped pupils take a impartial view of handicap,their attitude to handicapped pupils is openhearted and on the other hand they understand handicap still as a individual problem. So we can find a meaningful distinction in answer to questions as if the non-handicapped pupils are handicapped themselves. Handicap is always related to social situation, so we must recognize it as common interest. We should strive for spread of these common interest. In conclusion we could suppose that a concrete situation of social integration(=daily life) has a serious effect on this process.

비장애 학생, 장애인식, 사회통합, non-handicapped pupil, understanding of handicap, social integration

정진자 Jin-ja Chung , 석정희 Jeong-hee Seok

DOI:10.19049/JSPED.6.1.06 Vol.6(No.1) 107-127, 2005

The purpose of this study was to compare the characteristics of foot shapes between mentally retarded students and nondisabled students. The objects of this study were 92 mentally retarded students and 91 nondisabled students in JeollaProvince. The results of this study were as follows: First, because the development of them is slower than that of the nondisabled students, the foot length, the foot circumference, and the heel width of the mentally retarded students were small. However, the foot width and the outside malleolus height were rather large. In the foot index, the ratio of standard type in the mentally retarded students was lower than that of normal students and relatively the ratios of slender type and broad type were higher.Second, in Metatarso-Phalanx Angle, the mentally-retarded students had the modified types more than the nondisabled students and the normal type less than them. In the type of Clarke Foot Print Angle of the mentally retarded students, Normal foot was 34.8%, Low flatfoot was 55.8%, and Middle flatfoot was 9.8%. In the nondisabled students, Normal foot was 55.5%, Low flatfoot was 39.4%, and Middle flatfoot was 5.3%. As a result, the mentally retarded students had normal feet less than the nondisabled students and flatfeet more than the nondisabled students. Also, when the mentally retarded students were obese, they all had low flatfeet. In the overweight, 16.7% of them had normal feet and 83.3% low flatfeet. In the normal weight, 41.4% of them had normal feet, 53.7% low flatfeet and 4.9% middle flatfeet. In the lack of weight, 33.3% of them had normal foot, 50.0% low flatfeet and 16.7% middle flatfeet As a result, in the normal weight many of them had normal feet, while in the abnormal weight many of them had flatfeet.The objects of this study were randomly selected. the nondisabled students were selected at the specific church in Jeonju. So there are some limitation in the extension of the result of this study to all mentally retarded students and normal students. the nondisabled students were the middle school students of 13-15 ages, but the range of ages of the mentally retarded middle school students was wider than that of the nondisabled middle school students. According to these results, I``d like to offer some suggestion as follows: First, the objects of this study were in Jeollanam-do and Jeollabuk-do Province. So, by researching the objects of wider areas in the following study, the research result is expected to be generalized and help to make footwear like shoes. Second, I compared the mentally retarded students with the nondisabled students according to school years in this study. The study according to ages is needed and also the research objects for foot shape are needed to expand. Third, in this study the foot shapes were compared. In the following study the research of the suitable footwear for the mentally retarded students is needed.

정신지체학생, 발유형, Mentally retarded Students, Foot Shapes

우주영 Ju-young Woo , 장성숙 Sung-sook Chang

DOI:10.19049/JSPED.6.1.07 Vol.6(No.1) 129-146, 2005

This thesis is to examine children with Developmental Disorder in terms of changes in spontaneousness, the increase of responsiveness, and the improvement in social maturity through 73 sessions. In this study play therapies have been practicedto improve more adaptive development instead of improving the correction ofproblematic behavior or the everyday skills that have been empirically practiced on children with developmental disorder. Effective test on play therapy is assessedthrough the relationship with the therapist that occur during the therapies. Then in order to examine the purpose of the therapy, SMS is both compared and assessed before and after the session. First the result shows that play therapy turns out to be effective in increasing the spontaneousness and responsiveness of children. Second, as therapy sessions go on, improvement in the compromise with therapist, control of desire, and concrete adaptive behavior has been attained. But to generalize these findings, more cases are needed, since this study is a single case one. Therefore this study has some limitations to be statistically tested.

놀이치료, 발달장애아동, 사회성숙도, Play Therapy, Developmental Disordered Children, Social Maturity

김성애 Sung-ae Kim

DOI:10.19049/JSPED.6.1.08 Vol.6(No.1) 147-176, 2005

This study is implemented to suggest teacher``s tasks in terms of diagnosis and education for children with (severe) developmental disabilities in the view of the phenomenology. The purposes of the study are to review the phenomenology related to Husserl``s and Merleauponty``s, to examine the methode based on the theory, and to suggest the teacher``s tasks in terms of the diagnoses and education for the children with (severe) developmental disabilities. The conclusion of the study is stressed that the paradigm of the diagnosis & education based on the positivism should be changed to subjectivism, like phenomenology. Teacher have to consider how to understand the inner world of children with (severe) developmental disabilities, as it is, and how to construct inter-subjectivity with epoche.

현상학, 몸철학, 판단중지, 상호주관성, 진단, 발달장애, 중증장애, 기초적 관계, 낯선 자의 이해. 특수교육교사의 태도, phenomenology, Leib, e poche, inter-subjectivity, diagnosis, (severe) developmental disabilities, elementary relationship(elementare Beziehung), understanding of an alien(Fremde Verstshe

권현수 Hyun Soo Kwon , Suzanne M. Robinson

DOI:10.19049/JSPED.6.1.09 Vol.6(No.1) 177-194, 2005

Collaboration requires teachers to integrate curriculum, create block schedules, develop multicultural classrooms, design site-based professional development plans, raise academic standards, and refine school leadership committees (Friend & Cook, 2000). Therefore, collaboration in higher education level is even more important when teacher preparation programs are considered as the first place to affect and change future educators`` attitudes toward inclusion. If preservice program of the future intend to prepare teachers who have expertise related to trends in educational services for all students, preservice faculty must also have expertise in those areas. For that reason, several guidelines have been introduced to ensure a successful collaboration in higher education.

협력, 통합, 교사교육, collaboration, higher education teacher preparation

김영숙 Young-suk Kim

DOI:10.19049/JSPED.6.1.10 Vol.6(No.1) 195-211, 2005

In recent years, the idea that inclusion of students with disabilities in a regularclassroom and program has been a major focus for the school curriculum and education system in many countries to provide equal opportunities to all children. However, there are many challenges in preparing general and special educators to have knowledge and skills for supporting children with disabilities for their learning. In accordance with this trend and the challenges, it is important to establish the framework for teacher education and their roles, which will be a critical foundation for bringing the inclusive education programs into practice in Korea. This study outlines the implications, potential problems and challenges associated with teacher education program as well as inclusive education. This article further addresses the possible strategies (and approaches) in developing and achieving the inclusive education through teacher education programs as a new direction in Korea.

통합교육, 특수교육요구, 교사의 자질, 교사교육, Teachers Role, Teacher Education for Inclusive Education

이해균 Hae-gyun Lee , 이근매 Keun-mae Lee

DOI:10.19049/JSPED.6.1.11 Vol.6(No.1) 213-232, 2005

This study is to investigate the program, which aims to develop overall promotion, adapt it and the effect on it. Intended for developmentally retarded student K owing to damage, the behavioral observation and the developmental test were carried out which comprised five training programs such as the instruction basic learning, the instruction of basic learning, language understanding, the instruction of expression and cognition, training of visual perception, orientation and mobility. The test totally 152 times carried out was intended for from 5 - year and 0 month - old to 0 month - old children, each time being 50 minutes and 2 or 3 times a week. The results are as follows. From the pre and post test, it appeared that the results of pre-test and post-test, such as, not only language ability test, social maturity test, education diagnosis test, but also the instruction of expression ability, the instruction of cognitive ability, the train of visual perception, orientation mobility were conspicuously advanced.

뇌손상 저시력 아동, 훈련 프로그램, brain damaged low vision children, training program

김정현 Jung-hyun Kim , 류재성 Ja-sung Ru

DOI:10.19049/JSPED.6.1.12 Vol.6(No.1) 233-254, 2005

The purpose of this study is to discover the effect of group counseling based on Rational Emotive Behavior Therapy. The assumption of this research is that REBT will change their irrational belief into rational ones and there are meaningful differences in the results of these activities in relation to sex, age, degree of residual vision, academic achievement. This study was carried out on 20 blind students. Those student who wanted to attend the REBT counseling program were assigned to either experimental or control group. For the experiment group, the program was put into practice 10 times for 60～120 minutes twice a week. Major findings of this study can be summarized as followings; First, REBT group counseling program has some effect of reducing the irrational beliefs of experimental group student. Second, REBT group counseling program has some effect of reducing the irrational beliefs of boy student group than that of girl student group. Fourth, REBT group counseling program has some effect of reducing the irrational beliefs of blind student group than that of low vision student group. Fifth, REBT group counseling program has some effect of reducing the irrational beliefs of grade of fair and poor group than that of grade of good group.

시각장애, 신념, REBT, Counseling, Irrational Belief, Visually Impaired Students

여광응 Kwang-eung Yeo , 박현옥 Hyeon-ok Park

DOI:10.19049/JSPED.6.1.13 Vol.6(No.1) 255-270, 2005

The purpose of this study was to determine if children with severe mental retardation could learn to use self instructional strategy training to produce a generalized response and to increase self-instructional levels. Specifically, fourstudents with I. Q range from 46 to 60, attending special school, were taught to usethe self-instruction strategy to solve three task related problems. Each session consisted of 30minutes, which was implemented in a special school part of the classes. The terms of sessions were variated to each subject range from 7 to 24, with finishing for each subject to success three times continuously. Experimental design employed multiple baseline design across subjects. Conclusions from results and discussions of this investigation are as follows. Self-instruction strategy with multiple exemplars had positive effects on improving task related problem solving abilities.

자기교시훈련, 문제해결능력, 중증 정신지체아, self-instructional strategy, problem-solving, severe mental retardation

전보성 Bo-sung Jeon , 조인수 In-soo Cho

DOI:10.19049/JSPED.6.1.14 Vol.6(No.1) 271-291, 2005

The purpose of this study is find out effects of interpersonal relationfunction-based transition program on skills adapting to community integration of students with mental retardation. The subjects of this study selected 21 students with mental retardation, including 1 graders at high school course who are enrolled in special school for the mentally retarded, in A City. The instrument of this employed interpersonal relation function-based transition program, which is reconstructed as interpersonal-functional centered transition curriculum, which applied to high school students with mental retardation about 50 sessions for 7 months. The conclusion drawn from the results were as follows; First, interpersonal relation function-based transition program have an effect on their community integration skills. Second, interpersonal relation function-based transition program have an effect on their basic living field. Third, interpersonal relation function-based transition program have an effect on their social self-reliance field. Fourth, interpersonal-functional centered transition education program have an effect on their occupational living field. The suggestions drawn from this study were as follows: First, interpersonal relation function-based transition program have an positive effects upon total sub-domains in community integration skills domains of students with mental retardation. Second, because the effect of daily life based transition program is insufficient without participation of school, home, local community, public institution, effort for active participation of these institution is needed. Third, it is necessary to find out the effect of interpersonal-functional centered transition program about long-term generalization and to practice follow-up study about the change of each item according to sub-areas of program. Fourth, this study investigated only the effect of interpersonal relation function-based transition program on residing community integration skills for children with mental retardation. But enlargement applying to vocation adaptation, vocation achievement, the preparation of vocation guide, and so on, is needed in the future study.

대인기능, 전환교육, 정신지체, 지역사회적응기술, Interpersonal Relation Function, Transition Program, Mental Retardation

민정원 Jung Won Min , 황복선 Bog Seon Hwang

DOI:10.19049/JSPED.6.1.15 Vol.6(No.1) 293-314, 2005

The present study was designed to investigate the generalized changes in interactive behaviors of mothers of preschool children with pervasive developmental disorders (PDD) who participated in an experimental study examining the effects of a parent-implemented Enhanced Milieu Teaching. Four children with PDD and their mothers were participated in this study. The comparison of baseline and intervention scores on 12 maternal behavior subscales of the Maternal Behavior Rating Scale was employed. Results indicated that there were positive changes in overall maternal interactive behaviors during baseline and intervention sessions using the global rating approach. In particular, mothers of children with PDD exhibited more frequent positive affect, responsiveness, and achievement behaviors and displayed less directive behaviors toward their children. The results might be interpreted that mothers of children with PDD acquired positive and optimal features of maternal interactive behaviors. These findings of the present study provide practical implications to develop the contents of parent-implemented early intervention programs for young children with PDD.

반응 일반화, 부모 매개 중재방법, 어머니 상호작용 행동, 전반적인 발달장애, 환경중심 언어중재, response generalization, parent-implemented intervention, maternal interactive behavior, pervasive developmental disorders, Enhanced Milieu Teaching

박용수 Yong Soo Park , 채희태 Hee-tae Chae

DOI:10.19049/JSPED.6.1.16 Vol.6(No.1) 315-330, 2005

This study was to determine whether students with learning disabilities who receive all their instruction in regular education would receive significantly higher self-esteem scores than students who receive education service from special education settings. The instruments employed were the Coopersmith Self-Esteem Inventory and the Pier-Harris Self-Concept Scale in order to determine any significant differences in self-esteem between the two groups. The participants identified and classified as learning disability were 30 students ages 8-12. The participant were from public schools in the northern region of Oklahoma. Data were analyzed through descriptive statistics, t-test, and two-way factorial analysis of variance with repeated measure. The results suggest that there is no difference between full inclusion group and partial inclusion group in terms of students`` self-esteem.

통합교육, 자존감, 자아개념, 학습장애, inclusion, self-esteem, self-concept, learning disability

조인수 In-soo Cho , 김은자 Eun-ja Kim

DOI:10.19049/JSPED.6.1.17 Vol.6(No.1) 331-352, 2005

The purpose of this study is to find out direction of present curriculum in the field of schools by grasping the teachers`` demand for discretionary activities curriculum management which is being pursued by the seventh curriculum for the special schools. The conclusions of this study are as follows; First, in the teachers`` demand for the management of discretionary activities, as for the factors should be considered in the curriculum of discretionary activities, they were importantly regarding demand of students, ability, and character of students, and as for the problems to be repaired when manage the discretionary activities curriculum, they answered as preparing programs for the discretionary activities. According to the question about the relation with national level of time of discretionary activities and practical time of discretionary activities, the most frequent answer was it should be more than the time suggested by national level, so it shows we need to increase the time of discretionary activities. But, as for the teachers`` opinion for the running method of discretionary activities, most of them preferred to run according to the time table by making time table every week. The frequency of this opinion was higher than the opinion that it should be done mainly for field experience study by adjusting to every week + every second week plan, so it shows that the understanding for the meaning of discretionary activities is different even between the teachers. And, as for the contents which should be included in the discretionary activities, teachers point out the contents to increase their study ability by compensating and deepening study of basic subjects as important contents. They thought that organizing as activities group is good for effective study group organizing method when they run discretionary activities, and according to their opinion, effective teaching method for the discretionary activities is small group, individual teaching, class group, and large group activities, in turn. Most major of the teachers replied that it was desirable to run discretionary activities in the special schools for the mentally retarded to run dividing into subject discretionary activities and creative discretionary activities, thus they suggested their opinions that the whole subject study and the deepening compensating study for the subject should be balanced. Second, as for evaluation methods and facilitating conditions for the discretionary activities, the teachers point out that writing assessment and portfolio are effective for evaluating method for the discretionary activities, and that the curriculum organizing host of the discretionary activities should reflect mostly the opinion of the school curriculum management committee and teachers in charge of the discretionary activities. Teachers were eagerly feeling that the discretionary activities training was in need for the teachers in order to develop and activate the discretionary activities.

정신지체 교사, 재량활동, 특수학교 교육과정 운영, Teachers for The Mentally Retarded, Discretionary Activities, Curriculum Management for Special Education

변찬석 Chan-suk Byun , 박미애 Mi-ae Park

DOI:10.19049/JSPED.6.1.18 Vol.6(No.1) 353-367, 2005

This study was to find a disability awareness program developed to help understand disability on the attitude and self-concept of children without disabilities toward children with disabilities. One class was selected by the fourth graders of 45 normal children as an experimental group; and the other was 45 children under the same condition as a control group. The experimental group participated in disability awareness program for 40 minutes once a week through eight weeks. As assessment tools, Attitude Rating Scale(Seo, Sun-hee, 2001) and Self Concept Test(Yun, Hee-jun, 1984) were used. As statistical methods, t-Test and ANCOVA were used, analyzing the difference between groups on the pre-test and post-test basis. The results were as following: First, there were statistically significant differences in the overall self concept score of post-test between the experimental and the control groups. That is,physical self-concept, social self-concept, personal self-concept, academic self-concept, and the overall self concept on the attitude of children were improved by the disability awareness program. Second, the experimental group showed increased factors of acceptance and support attitude, compared to decreased factor on hostility. Whereas, factor on embarrassment attitude did not show significant difference between both group.. In short, Disability Awareness Program which was used on this study have a positive influence on the attitude of normal children. They became open minded and changed toward more positive ways in overall areas of self-concept. Furthermore, the attitude of children without disabilities toward with disabilities changed to more acceptable and supportive, and less hostile.

장애인식프로그램, 태도, 자기개념, disability awareness program, attitude, self-concept

이완우 Wan-woo Lee , 김종인 Jong-ihn Kim

DOI:10.19049/JSPED.6.1.19 Vol.6(No.1) 369-399, 2005

This research is thing for basis research for a school for the blind Iryo-curriculum term concept thesis among ministry of Education & HumanResources Development 7th school curriculum of the republic of korea. Direction of research analyzes in aspect and studied actuality practical use laying stress on East 3 departments`` for a school for the blind Iryo term and the United States America and European literature such as the Korea, Japan, China firstly. Did so that execute question investigation about a school for the blind Iryo term to school for the blind sight obstacle high school student and sight obstacle teacher secondly and furnish data in Iryo education and vocational rehabilitation policy-making. Sight obstacle student``s 88.1% who take part in research that see hereupon presented concept thesis and necessity of systematization about Iryo-words, and request easy security of access. Also, thing that there are much contents of a Iryo text book and text book process Iryo-dictionary arrangement, Braillewriter type, voice, desire about diffusion etc.. of electron Iryo subject in investigation that see appeared.

이료, 시각장애인, 진로, 직업, 교육과정 체계화, Iryo, sight obstacle is course, profession, training courses systematization

김남진 Nam-jin Kim , 우정한 Jung-han Woo

DOI:10.19049/JSPED.6.1.20 Vol.6(No.1) 401-424, 2005

So far, The ICT utilization classes have been studied Individually: The school environment, teacher``s ICT utilization ability, teacher``s Recognition. Although it was studied(surveyed) totally but analyzed by one factor.For this reason, it is necessary to study 3kind elements totally. The purpose of this study was to analyse school``s environment for use ICT, teacher``s ability on ICT related teacher``s recognition and attitude. The subjects of this study were special education teachers in Jeju, and there is 2 special education school. 70%(n=63) of subjects responded for this survey. The results of this study were follows; The school environment``s improvement is the most important work and raise teacher``s expectation for class effect with the utilization ability is as follows. next recommend teachers`` ICT utilization.

ICT활용교육, 교육공학, 학교환경, ICT, ICT Utilization, Education Technology, School Environment

채희태 Hee-tae Chae

DOI:10.19049/JSPED.6.1.21 Vol.6(No.1) 425-444, 2005

Recently with the remarkable development of brain imaging technology, it is becoming possible to observe the fine structure and functions of the brain visually, which was impossible in the past, and as a result a lot of new information is beingproduced on the processes of man``s learning and thinking. The present study lookedfor the applicability of brain science to education by investigating the results of new brain science researches, and particularly examined the possibility of ``brain function-centered education`` through the brain theory of Professor Wolf Singer, the director of Max-Planck-Institute for Brain Research in Germany. It dealt with subjects such as circuit coupling between neurons in the brain and its meaning, the correlation between the coupling of neurons and environmental experiences, time when brain development is active and problems in learning during the time with the object of providing new viewpoints to educational discussions of traditional sense, which could not be free from existing social and cultural demands, and proving that the idea of child-centered education is approaching to brain function-centered education.

뇌과학, 학습, 뇌기능 중심 교육, brain science, learning, brain function centered education

김병하

DOI: Vol.6(No.1) 449-472, 2005

특수교육진흥법, 특수교육 5개년계획, 이태영, 김동극, 김영환, 김원경

김동극

DOI: Vol.6(No.1) 473-495, 2005

김영환

DOI: Vol.6(No.1) 497-521, 2005

김원경

DOI: Vol.6(No.1) 523-547, 2005

대구대학교특수교육문제연구소

DOI: Vol.6(No.1) 549-560, 2005