이해균 Hae-gyun Lee , 박순호 Soon-ho Park

DOI:10.19049/JSPED.6.2.01 Vol.6(No.2) 1-23, 2005

The purpose of this study is to examine what effect STS instruction has on the science-related attitudes of students with visual impairments.The subjects of the study are three first-grade students with visual impairments in middle school and the pre-attitude test related with science was carried out. STS instruction was used and after examining the attitudes related with science using the same questionnaire as pre-test, the changes between, pre-test and post-test and the reaction were analyzed. The results of this study are as follows. STS instruction have positive effects on the attitudes related with science of the students with visual impairments. The reactions of the students with visual impairments on STS instruction were positive.STS instruction has positive effect on the science-related attitudes of students with visual impairments. This was proved by the fact that, in respect to the attitude to science subject, scientific attitude, the scores of the post-test surpassed those of the pre-test. This means that, in respect to STS instruction, the responses of students with visual impairments proved positive by the fact that the general average scores of the interest in science, the interest in social problem, the understanding of contents, and students activities show comparatively high scores.

STS 수업, 시각장애학생, 과학 관련 태도, STS instruction, The student with visual impairments. The attitudes related with science

김정현 Jung Hyun Kim , 정희란 Hee Ran Jeung

DOI:10.19049/JSPED.6.2.02 Vol.6(No.2) 25-51, 2005

The purpose of this study was to examine to what extent smoking was widespread among high school students with visual impairments, what factors concerned it and how their smoking was tied into relevant variables and to provide successful smoking- preventive guidance and anti-smoking education. The findings of the study were as follows: Frist, Concerning the spread of smoking among the high school students investigated, just a small number of the students smoked. The largest group ofthem started smoking in their elementary school days or in their second year of middle school. As to parents`` awareness of their smoking, the greatest group answered only their mothers knew it. Concerning motivation, most of them started it while mingling with their friends, and the most common place they smoked was their rooms. As for daily smoking amount, the greatest group(59.4%) smoked five or less cigarettes a day, and they were well conscious of the harmfulness of smoking. and in the analysis of the smoking experience in according to factors, the smoking experience rate of male was higher than that of female. As the level of the domestic finance the scholarship of their father was higher and their friends smoke more, so the rate got higher. Second, As for the impact of smoking on smoking knowledge and attitude, the nonsmoker group was better aware of its bad impact on unborn child and heart diseases than the smoker group. The former took a more friendly attitude toward smoking by others than the latter, but the former viewed smoking itself more negatively than the latter. Third, In regard to the influence of smoking on stress about school and home, the smoker group was more stressed out.

시각장애, 흡연, 일상생활, Visual Impairment, ADL, Smoking

박선희 Sun-hee Park

DOI:10.19049/JSPED.6.2.03 Vol.6(No.2) 53-65, 2005

The Purpose of this study were to investigate a foundation data for making successive educational inclusion and to search pre-kindergarten teachers attitudes toward that of children with language disorders. The subjects of this study were 205 pre-kindergarten teachers in Daegu & Gyeongbuk. A questionnaire which contained 58 items across 4 categories of progressive attitude for inclusive education, negative attitude for inclusive education, an idea and effect of inclusive education, and need of inclusive education The results of this study were as follows: First, Pre-kindergarten teachers are showed a positive attitude to progressive for children with language disorders. Second, Pre-kindergarten teachers are showed a positive attitude to negative attitude for children with language disorders. Third, Pre-kindergarten teachers are showed a positive attitude to positive attitude an idea and effect of inclusive education for children with language disorders. Forth, Pre-kindergarten teachers are showed a positive attitude to need of inclusive education for children with language disorders.

언어장애아, 통합교육, 유치원교사, language disorder, inclusion, kindergarten teacher

김유경 Yu Kyung Kim , 박미혜 Mi Hye Park , 석동일 Dong Il Seok

DOI:10.19049/JSPED.6.2.04 Vol.6(No.2) 67-83, 2005

This investigation assessed how the vowel and consonant production of youngusers of cochlear implants varied over time and how performance on the age of implantation. 16 prelingually impaired hearing children with cochlear implant were assessed by U-TAP (Urimal-Test of Articulation and Phonation). All children were 5 years old or younger at the time of implant. 16 children were divided into two groups in according with on the age of implantation (group 1 was implanted at pre-3 years (n=8) and group 2 was implanted at post-3 years (n=8)), and they alsowere divided into three groups in according with over the post-implant period (0-1 year (n=4), 1-2 years (n=8), 2-3 years (n=4)).Results indicated that intelligibility of vowel and consonant exhibited significantly improved percentage over the post-implant period. In vowel, intelligibility was significantly increased during the first one year of implant use. In consonant, intelligibility was significantly increased from two years of implant use. Finally, results indicated that, in manner of articulation, children was developed in order of affricates, stops, nasals, glides and fricatives, and in place of articulation, children was developed in order of bilabials, palatals, alveolars, velars, glottal.

인공와우 이식 아동, 인공와우 착용 연령, 모음정확도, 자음정확도, 조음 발달, cochlear implants, development of articulation, U-TAP, Urimal Test of Articulation and Phonation

장은숙 Eun-suk Jang , 원성옥 Sung-ok Won

DOI:10.19049/JSPED.6.2.05 Vol.6(No.2) 85-104, 2005

The purpose of this study is to suggest an effective learning model of causative & passive forms for sign language users learning Korean. It is conducted with error analysis of Korean and Korean Sign language. The event structure considering conceptual constituents and semantic features can explain relationships between causative and passive constructions of Korean and Sign language. This reveals a significant correlation between contrastive analysis and error data. The language process must not be expressed by syntactic transformation limited to verbs, but by the situation aspects with semantic restrictions of the verb, the relationships of verb and arguments, and the perspective of speakers. This study based on event structure can contribute to finding the causes of errors and thereby reducing the errors in the Korean language education.

이중언어 교육, 오류분석, 사동문과 피동문, 사건구조, 수화, 농학생, Korean Language Education, Event Structure, Causative and Passive Forms, Error Analysis, Deaf Student of Sign Language

이은선 Eun-seon Lee , 유선미 Seon-mi Yoo , 석동일 Dong-il Seok

DOI:10.19049/JSPED.6.2.06 Vol.6(No.2) 105-115, 2005

This study was attempted to use the comparison with the cognitive levels of prolonged sound rule of elementary lower grades. The research subjects were seven-year-old(20) and eight-year-old children(20). The number of words and words between sentences used in this research was each 40. To investigate the difference between two groups, t-test was carried out. The result showed that there was the statistically significant difference in the cognitive levels of prolonged sound rule between the 2 groups. Thus, it seems to be concluded that as the age of child increases, the cognitive level in prolonged sound rule of elementary lower grades increases.

연음규칙, 인식수준, 초등학교 저학년, Prolonged Sound Rule, Cognitive Level, Elementary Lower Grades

문상중 Sang-jung Moon , 김영일 Young-il Kim

DOI:10.19049/JSPED.6.2.07 Vol.6(No.2) 117-136, 2005

The purpose of this study was to investigate the effects of a horticultural program on improving horticulture job performance and manual skills of adolescents with mental retardation. This study was conducted following the one group pretest-posttest experimental design. The subjects were nine students with mental retardation at a special school in Gwangju metropolitan city. In this study, dependent variables were as follows: (a) efficiency in horticulture-relevant skills, (b) proficiency in horticulture-relevant skills, (c) manual dexterity, (d) grip, and (e) pinch strength. For this study, the researcher developed a horticulture program based on the vocational area of the Seventh Special School Curriculum with the aim of improving the fine motor skills and proficiency and efficiency in horticulture-related jobs. He implemented the program from April 6 to July 16 in the year of 2004, 80 minutes per session and two sessions a week for a total of 29 sessions. Data were analyzed using the dependent t-test at the significance level of five percent in one-tailed direction. The horticulture program was found to have significant effects on improving efficiency and proficiency, respectively, in horticulture-relevant skills. It was also found to significantly increase the manual dexterity in left hand, in right hand, in both hands, but not in assembly. The horticulture program was not, however, shown to be effective in increasing the grip and pinch strength of students with mental retardation from pretest to posttest.

원예활동프로그램, 정신지체청소년, 원예작업 수행능력, 손기능, Horticulture Program, Adolescents with Mental Retardation, Horticulture Job Performance, Manual Skills

박성우 Sung Woo Park , 김용욱 Yong-wook Kim

DOI:10.19049/JSPED.6.2.08 Vol.6(No.2) 137-154, 2005

This study was designed to examine the effects of self-determination program on self-determination and problem solving abilities of students with mild mental retardation(MMR). In order to investigate the effects of self-determination program on self-determination and problems solving abilities of students with mild mental retardation, groups were set up as independent variables and scores on self-determination and problem solving abilities test respectively were set up as dependent variables. The results are as follows: Firstly, students with MMR who received self-determination instructions show higher scores on self-determination abilities than students with MMR who did not. Secondly, students with MMR who received self-determination instructions show higher scores on problem solving abilities than students with MMR who did not. Thirdly, self-determination showed positive correlation to problem solving abilities. That is, self-detemined studentd with MMR presented a better presented problem solving abilities.

자기결정 프로그램, 자기결정력, 문제해결능력, self-determination program, self-determination, problem solving abilities

조인수 In-soo Cho , 이응훈 Oeung-hyoon Lee

DOI:10.19049/JSPED.6.2.09 Vol.6(No.2) 155-180, 2005

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 educational and transitional outcome? Second, what is motivational theory? Third, to investigate the relationship between interest 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. To investigate the second aim, want to review many papers related with motivational theories and their characteristics and so on. To be self-determined, one should be motivated to do what one wants, so what kind of relation lies among many factors concerning motivation such as intrinsic and extrinsic motivation, its characteristics. The desirable outcome in order to be self-determined, is finally to have intrinsic motivation then people can be said to have self-determined, that is, final transitional outcome, especially for the handicapped. First to make students have any kind of interest, then they should be motivated, finally they will be self-determined, after then they can achieve what they want to do in the future, they can enjoy well-being as a common human being. In short, they should go through from extrinsic motivation to intrinsic motivation by way of internalization called true and final destination self-determination. That would be one of the most important transitional outcomes for the handicapped students. And it would be necessary that following studies must be achieved in the realm of how to increase students`` interest and motivation, and it would be also necessary that some useful programs to increase them must be invented in the near future.

전환교육, 자기결정, 동기화, 흥미, transition education, self-determination, motivation, interest

이명희 Myung Hee Lee , 박지연 Ji Yeon Park

DOI:10.19049/JSPED.6.2.10 Vol.6(No.2) 181-200, 2005

Many teachers have difficulties in treating and preventing the problem behaviors in the classroom for children with disabilities and children at risk. This study was conducted to find out the strategies that can prevent and solve efficiently these problem behaviors. For this purpose, 18 experimental studies published from 1995to 2004, which have the theme for the positive classroom behavior and its improvement, are selected and analized. In conclusion, first, many positive behaviors and negative problem behaviors are object behaviors. Second, interventions can be divided into the school-life aspect and the individual aspect, and these are Preventive strategies and treatment strategies that are very variable. All of these interventions had positive results.

방해 행동, 주의집중장애, 문제행동, 공격적 행동, 수업행동, 행동지원, disruptive behavior, attention deficit disorder, problem behavior, aggressive behavior, classroom behavior, behavior support

우정한 Jeong Han Woo , 김지원 Ji Won Kim

DOI:10.19049/JSPED.6.2.11 Vol.6(No.2) 201-228, 2005

The purpose of this study was to grasp the realities of special class student``s diagnosis；evaluation and to analysis troubles and to present improvement plan for effective special class student``s selection and placement. For this study, 82 special class teachers of elementary school across the nation were employed and researched by questionnaire. The realities of special class student``s diagnosis；evaluation were as follows. First, the process of special class student``s selection and placement were referral, diagnosis；evaluation, parent``s consent, report to local education agency, and special class placement. Second, referral of students was mainly done by regular class teachers. Third, the meeting for diagnosis；evaluation was not held or substantial. Fourth, diagnosis；evaluation of students was done at the school. Fifth, in 1/3 schools, students were not selected as special class students, because of their parents`` rejection due to labeling special class student. So improvement plan of special class student``s selection and placement were as follows. First, prereferral detection；treatment should be added to the process of special class student``s selection and placement. Second, inservice education should be provided to regular class teachers. Third, the meeting for diagnosis；evaluation should be organized and held. Fourth, expansion of diagnosis instruments, special class teacher``s inservice education and participation of external experts should be accomplished. Fifth, the perception of students with disabilities, special class and special education should be improved.

특수학급, 선정, 배치, 진단, 평가, 특수교육대상자, special class, selection and placement, diagnosis, evaluation

정승원 Seung-won Jeong , 박경순 Kyung-soon Park , 이근용 Keun-ryong Lee

DOI:10.19049/JSPED.6.2.12 Vol.6(No.2) 229-255, 2005

The purpose of this study is to verify the economical validity of new business of a sheltered workshop, NaNumTeo through the cost-benefit analysis and analyze the effectiveness of it. This research extracts the ingredient of the costs related to the new business included the cost founded by Ministry of health and welfare for「New Business Program of Vocational Rehabilitation Facilities」, calculated the net benefit and benefit-cost ratio through the benefit of the new business. The data analysis included all the ingredients of the new business, which generated between the period of 2003/7 when the new business support funding was made and 2004/12 when the new business was actively operated. The economical validity of this new business is verified since the benefit is turned out to be better than cost in terms of both net benefit and benefit-cost ratio. The analysis shows that improvement of productivity and wage, and stabilization of production is brought by the reasonable economical support of government for sheltered workshops, and the effort of the facility which has attempted to change toward mechanized product line, accumulating of technology. More than that, there has been various intangible benefits which can not simply account monetary value. Therefore, the government should continuously maintain the support toward the new business of sheltered workshop and find reasonable business development method to strengthen the commercialization of sheltered workshop.

비용편익분석, 보호작업시설, 직업재활, 효과성분석, cost-benefit analysis, sheltered workshop, vocational rehabilitation

유재연 Jae-yeon Yoo , 이준석 Joon Suk Yi

DOI:10.19049/JSPED.6.2.13 Vol.6(No.2) 257-277, 2005

The purpose of this research was to conduct psychometric analysis of a adaptive behavior assessment instrument, being developed to identify overall levels of adaptive behaviors and characteristics of elementary schoolchild. The target population for the study was 283 children with the age distribution of 9 to 12 from elementary school. Memory, concept, & safety subdomains were easy relatively. Explorations of item discrimination yielded evidence of content validity. The results of test-retest reliability and standard errors of measurement demonstrated strong stability. Exploratory factor analysis of subscale variables produced one factor solution. Structural Equation Modeling was used for confirmatory factor analysis. Three factors stuructural model was more fitted than the latter. Therefore, reliability and validity of this scale are considered as satisfactory.

사회성숙도 검사, 적응행동, 적응행동검사, 진단, 평가, social maturity scale, adaptive behavior, a scale of adaptive behavior

정은 Eun Cheong

DOI:10.19049/JSPED.6.2.14 Vol.6(No.2) 279-299, 2005

What is a non-communicative context? The purpose of this study is to know the importance of dialogue in a (non-)communicative context. I approached a non-communicative context with a concept ``dialogue``. As a result of this study is following: In reality, a non-communicative context means that they could converse with each other. Because a non-communication - such as "baby sign" - is another form of communication. Hence I put the ``non`` inside parenthesis in this article. The concept ``dialogue`` in a (non-)communicative context is not a simply conversation method but very important educational activity. This activity will be transfer a meaningless sound to a human-speech.

(비)의사소통적 상황, 대화, 근접 발달 영역, (non-)communicative context, dialogue, zone of proximal development

중촌만기남 Nakamura, Makio , 강전자 Oka, Noriko , 조원일 Won Il Cho

DOI:10.19049/JSPED.6.2.15 Vol.6(No.2) 301-322, 2005

In the stage to which inclusion movement has evolved full inclusion, the disability minority group such as visual or auditory impairment that it attempted to eliminate has appeared. So, it is required to reexamine the principles that the inclusion advocates consider as important. In this paper, it is made clear from standpoint of blindness as a typical disability minority group what full inclusionists will attain through criticisms of segregation and its related matters. In full inclusion, it had a different subject theory from special education. full inclusionists insist that separation means racial segregation politically. Moreover, full inclusionists tended to deny separation and special education, because it thought that separation impedes the full participation of people including the disabled to democracy society and construction of democratic society as their last purpose. full inclusionists consider as a problem the efficiency issue of special education from the standpoint of effective distribution of the limited resources. However, since the universal idea of full inclusion and the individual needs of each disability were not adjusted, the results contrary to the idea of full inclusion arose in the disability minority such as the visual impairment.

완전통합, 장애 마이너리티, 분리, 시각장애, 미국, full inclusion, disability minority group, segregation, visual impairment, United States

강미라 Mi-ra Kang , 조광순

DOI:10.19049/JSPED.6.2.16 Vol.6(No.2) 323-355, 2005

Transition is a lifelong process, and by its very nature is a process of change.For children, after the family, kindergarten is likely to be the most profoundinfluence in an child``s life. They are entering the formal system of schooling whichextends for next school years. But, leaving early childhood special education(ECSE) programs and entering a new one is usually stressful for children with disabilities and their families. For children with developmental delays specific compensatory strategies are likely to be needed for kindergarten entry. The specific purpose of this study is to make out the method of effective transition to kindergarten. Therefore, the study is to analysis parents and teachers`` view on strategies of effective transition to kindergarten for early children with/without developmental delay. The research question of this study are as fellows; First, is there are difference as children``s institution in parent``s view on strategies of effective transition to kindergarten? Second, is there are difference as teacher``s institution in teacher``s view on strategies of effective transition to kindergarten? To analyze of data, Opened-questionnaire adapted in order to analyze the content of data as part of transition methods on effective transition to kindergarten for early children with/without developmental delay. The results and discussion of this study was as fellows; The study appeared that, in order for them to adapt to kindergarten settings, should do accurate assessment, do executive assistant teacher system, and do limitation to fitting class numbers of early children, first of all, is important counseling between parents and teachers, and exchange information. For the parent``s view of children with developmental delay, the findings of this study pointed out that first of all, should fix kindergarten education as public education system. And at the view of teachers, should turn all related numbers`` perception which co-work at transition to kindergarten.* The suggestion drawn from the conclusion in the study was as fellows; First, The further study have a necessity of study on the effect of transition in education settings after leaving kindergarten. Second, The further study have a necessity of case study on inter-agencies to be needed cooperation of education agencies, and counseling of parents and teachers, communication；cooperation between STM (Sending Team Members) and RTM (Receiving Team Members). Third, The further study have a necessity of study on transition to kindergarten as subjects personnels who are education administrator, and parents and facility in special schools for early children with developmental delay excluded in this study. Fourth, The following study have a necessity of study for early children in multiple context transition processes.

유치원 전환, 부모의견, 교사의견, 효율적 전환 방안, Transition to Kindergarten, Parents` View, Teachers` View, Effective Transition Strategies

최혜승 Hye-sung Choi , 김의정 Ui-jung Kim

DOI:10.19049/JSPED.6.2.17 Vol.6(No.2) 357-375, 2005

Milieu teaching, a naturalistic language instruction approach, has been shown to be effective for teaching functional and generalized language to individuals with autism. Added to the use of drill and practice techniques, milieu teaching will increase teaching and learning opportunities thus, improve language responses in early language learners. The purpose of this article is to present an overview of milieu teaching in terms of its characteristics and three specific teaching procedures, model, mand, and time delay. More specifically, milieu teaching strategies are presented in a step-by-step manner for classroom teachers to implement them during daily activities. In addition, general environmental arrangement strategies that increase milieu teaching opportunities are described and suggestions for the successful application of milieu teaching principles delineated.

자폐증, 환경중심 언어중재, 언어중재, 언어 및 의사소통 결함, Autism, milieu teaching, language intervention, language and communication impairments

김정일 Jeong Il Kim

DOI:10.19049/JSPED.6.2.18 Vol.6(No.2) 377-394, 2005

This study examined the effect of a structured art program with typically developing peers to increase prosocial behaviors and to decrease maladaptive behaviors of kindergarteners with autism spectrum disorders. Three kindergarteners with autism spectrum disorders as subjects and three of typically developing peers as peer members participated in the study. A multiple baseline design across subjects was used. The intervention program consisted of a structured group art program with three peers. The results showed that there was an increase in prosocial behavior and a decrease in maladaptive behavior with all the subjects.

자폐스팩트럼장애, 친사회적 행동, 방해성 행동, 통합교육, 또래, 미술프로그램, autism spectrum disorder, social skill, disruptive behavior, art, inclusion

로버트마틴 Robert Martin

DOI: Vol.6(No.2) 395-413, 2005

곽정란

DOI: Vol.6(No.2) 415-425, 2005

대구대학교특수교육문제연구소

DOI: Vol.6(No.2) 427-438, 2005