여광응 Kwang-eung Yeo , 박현옥 Hyeon-ok Park

DOI:10.19049/JSPED.6.4.01 Vol.6(No.4) 1-19, 2005

This study is aimed at examining the effect of reduction in impulsiveness and problem behaviors of children who have developmental disability in integrated classes by applying a self-control training, Think Aloud Program. A self-control training program that was applied to the study subject was the 23rd session of Think Aloud, and multiple-baseline design was appled to the experiment. Children``s general target behaviors during the whole experimental period were analyzed by displaying each Child``s behavior frequency into diagrams and graphs by target behaviors according to target behavior frequency through the evaluation of teachers during the program. As the study result are followed : First, the effect of the training was verified by lower behavior frequency of compulsive haste and interfering behavior to the same aged compared to baseline period by improving self-control ability according to the Think Aloud method of developmental disability. Second, problem behaviors of developmental disability children in integrated classes such strange sound making behavior and interfering behavior to the same aged were conspicuously reduced in the periods of mediation and maintenance than the baseline period. Form these results, in was verified that the self-control training, Think Aloud Program was considerably effective to correct impulsiveness and problem behaviors of developmental disability children.

Think Aloud 프로그램, 충동성, 문제행동, Think Aloud Program, impulsive behavior, problem behavior

이점조 Jeom-jo Lee , 여광응 Kwang-eung Yeo , 김영대 Young-dae Kim

DOI:10.19049/JSPED.6.4.02 Vol.6(No.4) 21-35, 2005

The purpose of this research is to find out the impact of the application of social skill training program on the development of self-love and personal relationship of the students who have learning disability in elementary school. This experiment was carried out on 30 students who have learning problems and reside in S city in Jejudo. Both experimental group and control group consist of 15 students among them separately. Social skill training program was only applied to experimental group. For the first time, we searched the theories and researches related to this research. Through this survey, we found that the social training program which had been devised by Jung et could be applied to this research properly. Considering both the experiment period and the characteristic of students who have learning problems, we reconstructed the social skill program simply and carried out the activities like lectures, role-play and rehearsals 15 times. Each activity was taken for 40 minutes and performed two times a week. Before and after examination was carried out byquestions about self-love and personal relationship. Application of the social training program leads to meaningful difference between experimental group and control group statistically. Experimental group showed the improvement of self-love in school and social activities in the examination. Moreover, experimental group members made a progress in communications and understanding and acted more friendly and confidently. The results of the examination tell us that social training program would be able to be applied to elementary school classes for students who have learning disability to increase self-love and ability of personal relationship if the program is designed appropriately for elementary school students. The results of this experiment gives positive effects to teaching method for students who have learning problems. But it is necessary to devise the programs which is easily applicable in everyday lives and consider the characteristic of elementary school students. Also, the development of examination tool which elementary school students can understand without difficulties must be needed.

사회적 기술훈련, 학습부진아, 자아존중감, 대인관계, Social Skills, Self-esteem, Personal Relationship, Learning Disabilities

김병하 Byung Ha Kim , 조원일 Won Il Cho

DOI:10.19049/JSPED.6.4.03 Vol.6(No.4) 37-53, 2005

This study is to clarify the reality and issues of inclusive education in Korea. The main-issues of this study are as the follows. (1)What is the policy directivity of inclusive education in Korea and its characteristics? (2)What is the limit and issue inpracticing inclusive education as a actual problem? (3)What is a criticism for inclusive education based on a Europe and America-centered idea and historical issue on inclusive education in Korea? Problem in the practice of inclusion is a historically complicated issue. Each country has encountered its own issues for the practice of inclusion, because it has its own problems followed by particular situations. In Korea, inclusive education is a central issue of educational policy at national level. We have a legal basis to support the policy regulated by the Korean Special Education Law(1994), and Elementary and Secondary School Education Law. Inclusive education in Korea has a big gap between reality and pursuit. However, we expect a dynamic empowerment in the actual process of inclusion, as much as in political and economic development in Korea. 6) In conclusion, it is suggested that inclusive education in Korea as a practical issue should be examined as both "multifactoral" and "historical" aspects. From a "multifactoral" view developmental age and speciality due to disability category should be closely considered. From a "historical" view according to historical tradition and condition should be followed as precepts. Never inclusive education based on a Europe and America-centered idea could be a model of that of Korea. Without transition from competitive school climate to democratic and cooperative culture, inclusive education in Korea can not but be confronted with serious problem.

통합, 통합교육, 특수학급, 국제비교, 한국, inclusion, inclusive education, special class, international comparison, Korea

김원경 Won Kyung Kim , 한민규 Min Kyu Han

DOI:10.19049/JSPED.6.4.04 Vol.6(No.4) 55-73, 2005

The purpose of this study was to examine visual impairment school student``s physical injuries occurring in sports of physical education classes. 134 subjects were selected from visual impairment school students at Seoul, Incheon, Daegu, Pusan, Daejeon, Chuncheon, Iksan, Kwangju, Cheongju, Chungju, Mokpo cities in Korea. Subjects were required to answer the questionnaire being composed of 30 items for asking physical injuries at the physical education classes. On the basis of analyzing the collected data, the following conclusions were drawn. First, age was no meaningful statistical difference along with gender at the p>.05 level , height and body mass were meaningful statistical differences along with gender at the p<.001 level, and gym classes satisfaction was meaningful statistical difference along with gender at the p<.05 level. Second, age, height, body mass, and gym classes satisfaction were no meaningful statistical difference along with visual ability in visual impairment students at the p>.05 level. Third, the patterns of physical injuries was no meaningful statistical difference along with gender in visual impairment students at the p>.05 level. Fourth, the patterns of physical injuries was meaningful statistical difference along with visual ability in visual impairment students at the p<.001 level. Fifth, the pattern of physical injury region was no meaningful statistical difference along with visual ability in visual impairment students at the p>.05 level. Sixth, the pattern of physical injury region was no meaningful statistical difference along with both visual ability and gender general school life of visual impairment students at the p>.05 level. Seventh, the pattern of physical injury region was no meaningful statistical difference along with both visual ability and gender gym classes of visual impairment students at the p>.05 level.

시각장애학교, 체육수업, 운동상해, 맹, 저시력, visual impairment school, physical injuries

김윤태 Youn Tae Kim , 김일명 Il Myeong Kim

DOI:10.19049/JSPED.6.4.05 Vol.6(No.4) 75-92, 2005

The purpose of this study has two steps. One is to look at theoretical background of Motology theory and developmental process of Seewald``s understanding perspectives in Motology theory. Then provided an example of a boy with ADHD in order to explain how to use Seewald``s perspectives in intervention. Seewald``s understanding perspectives compromise some weak points that had showed in existing Motology theories, and provided a possibility to use the theory to more practical manner. That is, It has made possible for us to understand the non-verbal, symbolic dialogue expressed through physical motion or other creative media, based upon our extensive understanding on the motion or body expression of children. More specifically, the study examined meanings permeated in human motions in the context of motology theory as well as the practical aftermath effect thereof, with the assistance of various existing methodologies. Additionally, a case study using a boy with ADHD was introduced and explained ways of using it for developing Individualized Educational Program in Motology theory.

이해적 관점, 심리운동, 운동학, 움직임학, 주의력결핍 및 과잉행동장애, ADHD, Psychomotoric, Understanding Position, Seewald

김자경 Ja Kyoung Kim , 김기주 Ki Joo Kim

DOI:10.19049/JSPED.6.4.06 Vol.6(No.4) 93-108, 2005

This paper investigates the competence and strategy use in mental computation of students with math disabilities (MD) and students with low achieving in math (LA). The subjects of this study are 24 elementary school students in 4th and 5th grades: half of them have MD and another half have LA. Both MD and LA students are matched in their sex, age, and grade. The Mental Computation Test(Reys & Reys, 1993) is employed to measure the competence of mental computation. The kinds and frequencies of mental computation strategies used in both groups are classified and analysed on the basis of the classification system for mental computation strategies. According to the results of this study, the MD students show significantly low scores than the LA students in their mental computation tests. However, the kinds and frequencies of mental strategies adopted by the two groups are not significantly different. Despite their similarities in strategy use, the LA students most frequently use the ``mental form of written algorithm`` strategy while the MA students most frequently use the ``worked from the left`` strategy. This paper shows that MD can be interpreted as ‘delay’ not as ‘deficit’ and also that instruction about mental computation need to be conducted by the special education teachers in the special education classroom.

수학학습장애, 암산, 수 감각, 학습부진, 암산전략, math disabilities, mental computation, number sense, low achieving, mental computation strategy

박남수 Nam-su Park

DOI:10.19049/JSPED.6.4.07 Vol.6(No.4) 109-126, 2005

The characteristics of the 7th curriculum for special schools can be devide into two dimensions such as basic curriculum for all students and restructuring curriculum for students with disabilities. However, in spite of these characteristics it have some problems on the process of management in the Deaf school. The purpose of this study was to suggest the method for efficient management of social studies curriculum on the Deaf school. For this purpose, 106 teachers on the Deaf school in the whole country were employed and researched by questionnaire. The results of this study were as follows. First, the reconstruction of curriculum to be demanded for efficient management of social studies curriculum. Second, the method of reconstruction of social studies curriculum for the Deaf has to be based on bicultural approach and new paradigm to be accepted the reconstruction of curriculum for the Deaf students. Therefore this study concluded that the curriculum of social studies for the Deaf has to be focused in Deaf society and Deaf culture.

청각장애학교, 사회과 교육과정, 교육과정 재구성, 농문화, Deaf school, social studies curriculum, reconstruction of curriculum, Deaf culture

박순희 Sun Hi Bak

DOI:10.19049/JSPED.6.4.08 Vol.6(No.4) 127-150, 2005

The purpose of this study was to investigate the development of theory of mind in the congenitally visually impaired, aged 4-12. Subjects were 48 students who are studying kindergarten and elementary levels in 3 schools for the blind in OOO district in South Korea. All subjects were individually tested on a battery of two perspective-taking tasks and four false-belief tests including changed location tasks and misleading appearance tests. The battery was designed to assess their understanding of false belief, that is, central aspect of social understanding. The subjects were given theK-WPPSI or K-WISC-III to determine their verbal intelligence. While increasing age significantly predicted gains in three kinds of tasks, there were significant differences of task performance scores between two age groups. There were no significant differences between scores of children with blindness and those with low vision. The subjects`` level of visual impairment and verbal intelligence do not contribute significantly to the development of perspective taking and understanding false belief. However, there were significant differences of task performance scores among three educational experience groups. Educational background is likely to account for developmental differences in the congenitally visually impaired. Additional research is needed to establish the exact nature between the visually impaired``s difficulties and other abnormalities in their development of pretend play and language comprehension and use. It would be very useful to seek qualitative information on visual and social experiences of the visually impaired.

선천성 시각장애, 마음의 이론, 마음의 원리, 생각의 원리, theory of mind, Congenitally Visually Impaired

백유순 You Soon Back

DOI:10.19049/JSPED.6.4.09 Vol.6(No.4) 151-169, 2005

Even though students with disabilities have been accepted to study at college from 1995, most colleges do not have enough facilities or provide support for learning for them. The Education and Human Resources Development Ministry evaluated education and welfare conditions of colleges for students with disabilities. According to the results, most colleges lacked not only for support system for learning but also physical facilities for students with disabilities. The present study investigated the needs support for learning and actual support condition for student with hearing impairment and satisfaction degree on support for learning of them. Students with hearing impairment responded for communication support most. They required these support through support center for disabilities. They also required 5-10 hours of support and two persons for communication support per week. In actual condition, most students received same or more support than they needed. On needs survey, most students reported they required support needs survey, held every semester by support center. However, support needs survey have not held as much as they required. Most students reported "fair" degree of satisfaction on support for learning in general, communication support, and support needs survey. The main reasons for communication they were not satisfied were lack of understanding of a helper for subjects, sign expression, and number of helpers and time. The main reasons for support need survey they were not satisfied were 1) survey was not provided, 2) appropriate support was not provided as reported on survey.

장애 대학생, 청각장애, 학습지원, College students with disabilities, Students with hearing impairment, Support for learning

석말숙 Mal Suk Suk , 강동욱 Dong Wook Kang

DOI:10.19049/JSPED.6.4.10 Vol.6(No.4) 171-194, 2005

The purpose of this paper is to study the relationship between career decision and adaptation of college life and to suggest rudimentary sources to establish support program for the disabled students. To fulfill the necessity and the purpose of this study, we proposed several study subjects as follows: 1. Does level of college life adaptation and decision of career have a significant meaning to general items such as features of individuals, families, and colleges of research object? 2. Is there meaning between level of career decision and adaptation of college life? 3. How much do general items of disabled students such as features of individuals, families, schools and lower variables such as career confidence and career indecision of career decision affect adaptation of college life and lower variables? The research for this study has been conducted as follows: after the questionnaire was corrected by reflecting preliminary research, and then we chose students from N University and J University which have comparatively many disabled students from August 29 to September 29 in 2005. In sum, the level of students`` career decision influenced a lot to adaptation of college life. While students who are indecisive to their career showed low adaptation to study, society, emotion, health, pride to school, students who have high confidence to career showed high adaptation to college life in general. It indicates that various support programs for career decision and choice through exploration and future plan should be established for more effective adaptation to college life.

장애대학생, 진로결정, 대학생활 적응, disabled college students, career decision, adaptation to college life

손상희 Sang Hee Son

DOI:10.19049/JSPED.6.4.11 Vol.6(No.4) 195-213, 2005

The purpose of this study was to examine whether or not the group nature of inclusive class and regular class in elementary school made any differences to social distance between children without disability and children with disability and whether or not there was any interaction effect between non-disabled children``s experience of contacting with disabled children and the group nature of the two different classes in light of their gender, experience with integrated education and physical distance. The findings of the study were as follows: First, non-disabled children in inclusive class felt less social distance toward disabled children than non-disabled children in regular class, and they were more affected by the collective nature of class rather than by their own gender in that regard. Second, their experience of contacting disabled children before being enrolled in inclusive class exercised no influence on their social distance toward disabled children, and their perception of social distance hinged on the collective nature of their class. Namely, the social distance was under the strong influence of group conformity pressure rather than of personal experience. Third, the physical distance between the non-disabled children in inclusive class and disabled children had no impact on their social distance, and just the collective nature of inclusive class affected their interactivity about disabled children.

통합학급, 장애아동, 사회적 거리감, Social Distance, in Inclusive Classm Children with disability

송현종 Hyun Jong Song , 조성은 Seong Eun Cho

DOI:10.19049/JSPED.6.4.12 Vol.6(No.4) 215-234, 2005

The roles and responsibilities of school counselors changed dramatically over the past 50 years. In the early 1950s, school counselors primarily provided vocational/career guidance for high school students. The role gradually expanded to a broader range of students and of concerns. So school counselors are now being held responsible for providing preventative and supportive services for students with disabilities who are included in regular public schools. If school counselors are to be competent in providing such services, they must understand the cognitive, affective, and social problems of these students, be sensitive to their psycho.social needs, and be knowledgeable of effective counseling interventions. With these abilities, what is more important things which school counselors must bear in mind are their attitudes and roles in school counseling. Because there is little hope for effective helping with little understanding of the school counselor``s attitudes and roles. This study reviewed the characteristics and needs of students with mild disabilities, the concepts and trend of inclusion, the problems of school counseling for students with disabilities, and the attitudes and roles required to be a competent school counselor who is working with students with disabilities, their parents and teachers, and school administrators. As results of this study, six attitudes which school counselors should bear in mind and six roles which school counselors should put into practice were suggested.

학교상담, 장애학생 상담, 특수아 상담, 학교상담자, 상담교사, 통합교육, 완전통합, 경도장애, school counseling, counseling students with disabilities, school counselor, students with special needs, inclusion, full inclusion, mild disabilities

신진숙 Jin-sook Shin

DOI:10.19049/JSPED.6.4.13 Vol.6(No.4) 235-255, 2005

Recently, parents of students with disabilities are putting forward their demand boldly to secure their right to educate their children. However, the existing study on the demand from parents of disabled students was conducted not from their perspective, but from experts`` and it is hard to find the studies on the demand from parents of students with mental retardation. Thus, this study will be meaningful as a basic work to form a true partnership between schools and parents and to figure out the reason for selecting parents of students with mental retardation by finding the reason for selecting their children``s schools, whether they were satisfied with special schools and what they demanded for improvement. In this study, interviews were conducted with 28 parents of students of general and special schools located in two cities in K Province where special schools were located. Based on the results of qualitative analysis of interviews with parents in two groups, detailed demands were presented by dividing 2 to 4 sub areas according to general and special schools depending on each subject.

정신지체 학생을 둔 부모, 만족도, 요구, parents of students with mental retardation, Satisfaction, Demand

김문정 Moon-jung Kim , 옥정달 Jung-dal Ok

DOI:10.19049/JSPED.6.4.14 Vol.6(No.4) 257-276, 2005

The purpose of this study is determine the effects of parental education program in children who stutter in their early stage in terms of stuttering frequency, its duration and the secondary behaviors. The subject was 1 male preschool stutterer(4:11) The results of this study were as follows : First, parental education program brought about the effective reduction of the stuttering frequency. Second, the program of this study was effective to shorten the duration. Third, parental education of this study was very effective to reduce the consequent physical behaviors. And he had a slight facial tension which could not be detected without closer observation.

부모교육, 조기중재, 아동말더듬, 말더듬, parental education, stuttering, stutter

유재연 Jae Yoen You , 이태수 Tae Su Lee

DOI:10.19049/JSPED.6.4.15 Vol.6(No.4) 277-296, 2005

The purpose of this study was to examine computational developmental patterns(performance level and rates of growth) of students with ADHD and comorbid(ADHD+LD) and to investigate the placement effects of them in special orgeneral class. The participants of this study were 162 elementary students in grade 2(134 typically developing students, 15 students with ADHD, 13 students with ADHD+LD). BASA-math was used to measure computational performance and developmental patterns. Students with non-disabled were conducted once a month for 4 month, but both students with ADHD and comorbid(ADHD+LD) were tested once a week for 4 months. The collected data was analyzed by HLM(Hierarchical Linear Model). The results of this study were as following: firstly, computational developmental patterns of students were not consistent but dramatically diverse according to the trajectory models and the performance levels. Secondly, students with ADHD or comorbid had a problems in computational developmental patterns. They showed below performance level and slow rates of growth than students with typical development. Thirdly, students with ADHD placed in special class had higher rates of growth than students in general class but no significant difference. However students with comorbid in special class had significantly higher rates of growth than students placed in general class.

ADHD를 수반한 학습장애, 연산능력 발달패턴, ADHD, Comorbid, ADHD+LD, Computational developmental patterns

이금섭 Nae-yoon Bae , 배내윤 Geum-sub Lee , 이민호 Min-ho Lee

DOI:10.19049/JSPED.6.4.16 Vol.6(No.4) 297-313, 2005

The purpose of this study was to investigate special education-related subjects in theological university curriculum. Forty-five universities`` curriculums were investigated through their internet homepages on bachelor course and master course. The results of this study were as follows: First, Thirty-five departments of theologic were estabilished and twelve departments of christian educations were estabilished, and thirty-eight graduate schools were estabilished in investigated forty-five universities. Second, Two of thirty-five departments of theologic(5.71%) were set up special education-related subjects and two of twelve departments of christian education(16.66%) were set up special education-related subjects, and two of thirty-eight graduate schools(9.37%) were set up special education-related subjects. Third, In investigated forty-five universities, all set up special education-related subjects had 3 credits and optional subjects.

목회자, 신학대학교, 특수교육 관련 교과목, pastor, special education, subjects, theological university, curriculum

이기현 Gi-hyoun Lee

DOI:10.19049/JSPED.6.4.17 Vol.6(No.4) 315-342, 2005

This is a serial study of ‘Development Process of Pro-Social Behavior of a Child with Characteristics of Attention Deficit Hyperactivity Disorder in the Integrated Kindergarten Classroom``, a paper written by Lee, Gi-Hyoun in 2004. This is an examination of how a child with ADHD in inclusive education interacted with his peers and how his pro-social behaviors changed during the second year of his participation in inclusive education. Through the examination, the study has been made in an ethnographic way to find out the possibility that children with ADHD will be included in the normal kindergarten class, and some problems that they may face. From March 6, 2004 to December 28, 2004, the child was observed 25 times, for 30 to 40 minutes each time. The observations have led to the following results. The child with ADHD showed social interactions in three patterns such as playing alone, breaking in and interrupting other children``s playing abruptly, and communicating in one-sided and echoing words. The child developed pro-social behaviors of three stages: the first step of being interested in interesting things (March to May), the second step of communicating fragmentary ideas (May to July), and the last step of adapting to the kindergarten life and trying human relationship with his peers (September to December).

주의력 결핍 및 과잉행동장애 유아, 친 사회적 행동발달, 사회적 상호작용, ADHD, Attention Deficit Hyperativity Disorder, Prosocial Behavior Development, Social Interaction

이달엽 , 박혜전

DOI:10.19049/JSPED.6.4.18 Vol.6(No.4) 343-364, 2005

本硏究は聽覺障害者の進路成熟關聯要因に關する硏究をした旣存の先行硏究を通して進路成 熟する關聯要因を分析し、それによるモデルを設定し、その要因が聽覺障害者の進路成熟をよ く反映できる影響要因であるのかをAmos統計packageを通じて分析した。また性別、年齡、學 年が進路成熟に影響をあたえるのかを分析した。 本硏究の結論は次のようである。始めに、聽覺障害者の進路成熟する要因は大きく分けると 四つである。すなわち、職業に對する自我認識、職業情報、進路準備行動、職業行動觀察であ り、各ヶは自分自身の能力、職業目標、問題解決、求職活動、職業維持、職業外行動のような 要因で構成されているのが分かった。そして、その進路成熟は年齡と性別によって差をみせて いない。しかし、學年によっては差をみせている。このために學校からの體系的で段階的な敎 育の實施と接近が非常に重要であることが思われる。この部分は特殊敎育と職業リハビリテ－ ションとの關係を良く表すものである。聽覺障害者の進路成熟のためには、學校からの關わり と、準備が必要であることがわかった。

청각장애인, 진로성숙 구성요인, 직업개념, 직업적 자아개념, 직업정보, 진로준비행동, 직업행동관찰, 聽覺障害者, 進路成熟の構成要因, 職業槪念, 職業的自我槪念, 職業情報, 進路準備行動, 職業行動觀察

장영건 Young-gun Jang

DOI:10.19049/JSPED.6.4.19 Vol.6(No.4) 365-384, 2005

This study is addressed to a caption authoring tool for deaf children when a contents provider build up captions of multimedia contents on mathematic education and the interface requirements of digital video player for deaf. The factors related to deaf children``s mathematical competence and relevant studies are investigated and analyzed, the requirements of caption authoring tool and digital video player are presented. Existing caption authoring tools have severe restrictions to edit mathematical expressions because they do not have mathematics symbol and language, and do not process mathematical contents made by traditional korean language documents editor like Hangul and MS-word A caption authoring tool which has mathematical expression editor is implemented using Magpie2.0, the traditional caption authoring tool for disabled. As results of applying the tool for existing video contents of mathematics, its effectiveness and usefulness are identified.

수학, 청각장애인, 멀티미디어, Korean Language, Multimedia Caption Tool, Mathematic, deaf children

정난숙 Nan-sook Jung , 안성우 Seong-woo Ahn , 김자경 Ja-kyoung Kim

DOI:10.19049/JSPED.6.4.20 Vol.6(No.4) 385-403, 2005

The purpose of this study was to investigate factors influenced on readingcomprehension and performance on the factors among students with and without reading disabilities. Followings are specific research questions of this study: 1. What are the most important factors influenced to reading comprehension for children with and without reading disabilities? 2. Are there signigicant differences in performance on cognitive factors influenced to reading comprehension between children with and without reading disabilities? 2. Are there signigicant differences in performance on language factors influenced to reading comprehension between children with and without reading disabilities? 3. Are there signigicant differences in performance on background knowledge factors influenced to reading comprehension between children with and without reading disabilities? In the study, 13 children with reading disabilities and 30 children without disabilities were participated. The following sub-factors were measured with various materials: working memory, attention, vocabulary knowledge, reading fluency, listening comprehension, sentence comprehension and background knowledge. Analysis of variance and stepwise multiple regression techniques were used to analyze the obtained data. The result of this study were as follows: 1. Attention was the most important factor influenced to reading comprehension of both children with and without reading disabilities. 2. Children with reading disabilities performed significantly poorly on working memory and attention than those without disabilities 3. Children with reading disabilities performed significantly poorly on vocabulary knowledge, reading fluency, listening comprehension and sentence comprehension than those without disabilities. 4. Children with reading disabilities performed significantly poorly on background knowledge those without disabilities.

읽기장애, 독해력, 작업기억, 주의력, 어휘력, 유창성, 듣기이해력, 문장이해력, 배경지식, reading disabilities, reading comprehension, working memory, attention, vocabulary knowledge, reading fluency, listening comprehension, sentence comprehension, background knowledge

정운기 Woon Kee Jung , 김병하 Byung Ha Kim

DOI:10.19049/JSPED.6.4.21 Vol.6(No.4) 405-424, 2005

This research is basic exploration about Deaf children’s bilingual approaching method. The first, it is investigated throughout scrutiny of prior researches about the age of bilingual acquisition, cognitive factors, the affective facet, sociocultural factors, influences of inter-languages, which is the important elements for bilingual acquisition. The second, it is observed in perception of the important bilingual theory that is nativist model, cognitive model, and social constructivism model. In nativist model, it is viewed promoting language input environment, providing positive feedback, approaching toward the communication theory. In cognitive model, it also viewed the thought of Deaf children on oral cultural characteristics, the second language on multiple intelligence theory. It has closely inspected bilingual teaching skills to the children in social constructivism model. And for Deaf children, it is investigated throughout scrutiny of prior researches about the age of bilingual acquisition, the affective facet, sociocultural factors, influences of inter-languages, which is the important elements for bilingual acquisition. Then this research would provided to suggestions which is the designing and the practicing of educational program on Deaf children’s bilingual teaching.

농교육, 2Bi, 이중언어습득, Deaf education, 2Bi, Bilingual acquisition

정주영 Joo Young Jeong

DOI:10.19049/JSPED.6.4.22 Vol.6(No.4) 425-453, 2005

The purpose of this study was to investigate regular class teachers`` adaptation practices on instruction including the environments, contents, and methods, evaluational contents and methods, and collaboration with special class teachers or parents. 89 teachers in the inclusive elementary school completed questionnaires eliciting their practice on instruction adaptations for students with mental retardation. Primary findings included: (a) Most teachers appropriately adapted instructional environments for students with mental retardation. But, some teachers established low expectation for academic performance of students with mental retardation. (b) Teachers preferred typical/routine adaptations to specialized/substantial adaptations for instructional content. (c) Most teachers accommodated instructional methods and procedures. (d) Teachers inconsistently responded to questions on evaluational adaptations for students with mental retardation. Some teachers have evaluated students with mental retardation, the others have not evaluated them. (e) Most regular class teachers didn``t tend to take the responsibility of instruction and evaluation for students with mental retardation. (f) Parents of students with mental retardation exchanged information for schooling with regular class teachers.

통합교육, 교수적합화, 교수적 수정, 교수 수정, Inclusion, Instructional adaptation

조인수 In-soo Cho

DOI:10.19049/JSPED.6.4.23 Vol.6(No.4) 455-479, 2005

Transition education is not concretely implemented in our nation. Therefore, there are few studies on best practices for transition education. Accordingly, the goal of the study is to revel a level of capacity and implementation of best practices for transition education capacity. this study also will help special schools for the mentally retarded to understand how they can better prepare their students for a successful transition from school to community. The findings of the study showed that there are significant differences between agreement and application of best practices for transition education in special schools for the mentally retarded. In a level of application of best practices for transition education in special schools for the mentally retarded, in case application of education for transition, coordination within school affect application of education for transition. In case application of collaboration for transition, perception of transition education of school boards which organized personnels within school, parents, and personnels within community highly affect.

전환교육, 최상의 실천사항, 정신지체 특수학교, transition education, best practices, special schools for the mentally retarded

최성규 Sung Kyu Choi , 권순우 Soon Woo Kwon

DOI:10.19049/JSPED.6.4.24 Vol.6(No.4) 481-505, 2005

The purpose of this study was to suggest the supporting system for effective leisure activities during non-school days for students with disabilities. The ten people, four special teachers and six professional persons who are working for social welfare, special education, and education administration, were participated. The situation and problems in the leisure activities during non-school days for students with disabilities were analyzed from four special teachers based on individual and small group interviews. The effective management of the leisure activities during non-school days for students with disabilities were suggested from other six persons with individual and small group interviews. This study suggested three systems such as management, supporting, and attitudes on leisure activities during non-school days for students with disabilities have to be considered.

특수교육, 장애학생, 여가활동, 휴업일 지원, special education, students with disabilities, leisure activities, non-school days

한미령 Mi-ryeung Han , 채애자 A-ja Chae

DOI:10.19049/JSPED.6.4.25 Vol.6(No.4) 507-520, 2005

This study was compared the KFD of the mothers of children with disabilities to the KFD of the mothers of children without disabilities. The evaluation of the KFD was divided into three factors which were the activity level, the characteristics of drawing, and the level of the position, the distance and the barrier. The size in the characteristics of drawing was separately analyzed as a dependant variable . The mothers of children with disabilities evaluated the activity level lower than the mothers of children without disabilities. In drawing of their son or daughter, the mothers of children with disabilities drew more bigger than the mothers of children without disabilities. The difference of the size was about 27mm. To compare the size of mother in KFD, it was bigger in the mothers of children with disabilities. The mothers of children without disabilities drew orderly the father, the mother, and the son and daughter in size. In contrast, there was no size difference when the mothers of children with disabilities drew the father and mother in KFD. The mothers of children without disabilities positioned their son and daughter a little higher than the mothers of children with disabilities in a sheet of paper.

가족활동그림, 그림 특성, 그림크기, 장애아동의 모, KFD, The characteristics of drawing, Drawing size, Mothers of children with disabilities

허계형 Kay H. Heo

DOI:10.19049/JSPED.6.4.26 Vol.6(No.4) 521-536, 2005

Accurate and efficient developmental screening measures are critical for early identification of developmental problems. However, few reliable and valid tests are available in Korea. The Ages and Stages Questionnaires (ASQ), one of the most popular and well-studied instrument in the U.S. was chosen for study with young children in Korea. The ASQ was translated into Korean and studied its content validity, and then distributed to 1206 parents of young children between the ages of 4 months and 5 years. Item validity and item reliability was studied as well as utility of the ASQ. Implications for the use of a translated instrument are discussed.

영유아 발달 선별도구, 발달 지체, Developmental Screening Instrument, Ages and Stages questionnaires, ASQ, Developmental delay

김영일 Young-il Kim

DOI:10.19049/JSPED.6.4.27 Vol.6(No.4) 539-564, 2005

The purpose of this study was to explore the strategies for promoting vocational rehabilitation and employment of people with visual impairments in Korea by reviewing employment-related systems in the United States and the United Kingdon, respectively. Major laws and policies related to employment of people with visualimpairments, public and private service delivery systems, service delivery process, professionals and their roles, and employment rate and types of jobs held by those with visual impairments in the two contries were discussed. This paper concluded by proposing the strategies for promoting employment, such as revising medical law and regulations about massage, legislating disability discrimination prohibition act, reorganizing Korea Employment Promotion Agency for the Disabled, redefining the roles of welfare agencies for and federations of the visually impaired, training vision rehabilitation officer, leveling up the education of masseurs, establishing a factory for people with visual impairment, and introducing the person-to-job matching program.

직업재활, 고용, 법, 서비스 전달 체계, 시각장애, Vocational Rehabilitation, Employment, Law, Service Delivery, Visual Impairment

임호찬 Ho-chan Lim , 김미경 Mi-kyung Kim

DOI:10.19049/JSPED.6.4.28 Vol.6(No.4) 563-580, 2005

The purpose of this research is to investigate the effect of Art Therapy Education (ATE) to the Visual Function of a child who had Minimal Brain Dysfunction(MBD). The program of Art Therapy Education(ATE) was grounded by the Gestalt Psychology``s Organizational Rules. Therefore it was selected the applicable art media and education method to meet the level of the her visual function. After applying ATE program, the Developmental Test of Visual Perception (DTVP) and Kinetic Family Drawing(KFD) were retested. As results, it were found that the domains of VM(visual-motor coordination), PC(perceptual constancy) and PS(position in space) and KFD(Kinetic Family Drawing) were effectively advanced through ATE. While the domains of FG(figure-ground perception) and SR(spatial relation) did not changed significantly. The ATE was effective for the visual function of the child, especially VM, PC and PR. This study was single case that it could be difficulty to generalize the results. Based on these results, various assessment method and multiple Art-Therapy-Education programs for MBD should be studied and developed hopefully.

미술치료교육, 미세뇌기능장애, 시지각 발달검사, Art Therapy Education, MBD, DTVP

김삼섭 Sam-sup Kim , 박은영 Eun-young Park

DOI:10.19049/JSPED.6.4.29 Vol.6(No.4) 581-608, 2005

This study was examined of the best-fit job of women with mental retardation living in Chungcheonanam-do according to distribution of community based industries. For this purpose, occupational categories of job offering and employment, and performance possibility of vocational aptitude were surveyed and vocational aptitude was measured. The results were following; First, occupational categories of vocational aptitude by aptitude and interest were 11 categories including the manufacturing industry of oil plant and so on; Second, occupational categories of vocational aptitude by job offering were 63 categories including the cultivation of flowering and crops and so on; Third occupational categories of vocational aptitude by performance possibility were 60 categories including the cultivation of flowering and crops and so on; Fourth, occupational categories of vocational aptitude byemployment were 19 categories including manufacturing and storing of chicken andmany other domestic animals; Fifth, 71 categories were the best-fit job of mental retardation women living in Chungcheonanam-do, manufacturing industry occupied more than 80% of them. This results of this study are useful for determining of occupational categories of a priority employment in women with mental retardation living in Chungcheonanam-do.

충청남도, 정신지체여성, 구인직종, 취업직종, 적성직종, 최적직종, 우선취업직종, Chungcheonanam-do. women with mental retardation, best-fit job

류상덕

DOI: Vol.6(No.4) 609-648, 2005

전재일

DOI: Vol.6(No.4) 649-673, 2005

김병하

DOI: Vol.6(No.4) 675-707, 2005

쇼오지사부로

DOI: Vol.6(No.4) 709-714, 2005

대구대학교특수교육문제연구소

DOI: Vol.6(No.4) 715-717, 2005

대구대학교특수교육문제연구소

DOI: Vol.6(No.4) 719-730, 2005