이태수 Tae Su Lee , 유재연 Jae Yoen You

DOI:10.19049/JSPED.7.2.01 Vol.7(No.2) 1-21, 2006

The purpose of this study was to investigate the effects of Semantics-Based-Representation Instruction(SBRI) on the arithmetic word problems solving performance of students with LA(low achievement) and MLD(mathematics learning disabilities) in elementary school and examine developmental patterns of their the arithmetic word problems solving performance. Twenty-eight elementary students in grade 3 were participated and assigned to the two treatment conditions(experimental group and control group). Experimental group was received SBRI twice a week for 8 weeks and tested once two week. The collected data was analyzed by t-test and HLM(Hierarchical Linear Model). The results of this study were as following: Firstly, the differences between groups`` performance to solve the arithmetic word problems on the posttest were statistically significant, favoring SBR group. Secondly, in the respect of the trajectory models and the performance levels, developmental patterns of both groups`` the arithmetic-word-problems-solving performance were not consistent but dramatically diverse. SBR group showed higher performance level and faster rates of growth than tradition group. However, performance level difference of both groups`` arithmetic-word-problems solving was not significant.

수학학습부진 및 수학학습장애, 문장제 문제, 의미구조-핵심어 교수, MLD, Mathematics Learning Disabilities, Arithmetic word Problems, Semantics-Based-Representation

여광응 Kwang Eung Yeo , 박현옥 Hyeon Ok Park , 김미은 Mi Eun Kim

DOI:10.19049/JSPED.7.2.02 Vol.7(No.2) 23-43, 2006

The purpose of this study was to examine the effects of a decision- making education program on the self-concept and self-determination skills of students with mental retardation. The subjects in this study were 30 selected students with mental retardation who were enrolled in special classes in the city of P. The students expressed themselves improperly, had to be helped by others in making a choice or were passive when they were engaged in after-school activities. A decision-making education program was selected as an independent variable that might have a positive impact on the self-concept and self-determination skills of the students with mental retardation. For data handling, statistical data on mean and standard deviation in both pretest and post-test were obtained, and t-test was employed. The findings of the study were as follows; After the decision-making education program was provided, the experimental group excelled the control group in general adequacy, peer-relationship self-concept, teacher/school-related self-concept, academic self-concept and physical self-concept. The experimental group that was exposed to the decision-making education program surpassed the control group that wasn``t in self- determination skills related to autonomy and self-realization, and it``s proven that the program had a good effect on enhancing their positive self-determination skills.

의사결정, 자기주장, 자기결정, Decision-making program, Self-concept, Self-determination

임정연 Jungyeon Lim , 안성우 Seongwoo Ahn , 최상배 Sangbae Choi , 김유 You Kim

DOI:10.19049/JSPED.7.2.03 Vol.7(No.2) 45-69, 2006

The purpose of this study was to examine whether or not generating questions strategy training had any effects on the generating question capability and reading comprehension with reading disabilities. The subjects in this study were children who were within their third and fourth years at two different elementary schools, being at risk of reading disability. The pretest-posttest control group design was employed, by organizing an experimental group and a control group with 12 children each who were respectively selected from the two schools. During a sixth-week period time, the experimental group participated in a 20-session generating question strategy training program that was based on Raphael``s QAR(Question Answer Relationship) Program. Each session run 25 minutes, and the control group was just engaged in repeated reading without being exposed to any particular training. After the experimental was completed, the two groups took tests in generating question and reading comprehension. As for data handling, T-est was implemented by using SPSS for Windows 10.0 program. The findings of the study were as follows:1. Regarding the generating question capability of the children with readingdisabilities, the experimental group that underwent training in generating questionstrategy made a statistically significant progress than the control group that didn``t.2. Concerning the reading comprehension capability of the children with readingdisabilities, the experimental group that were trained in generating question strategymade statistically significant strides than the control group that didn``t.The findings of the study suggested that the generating question strategy was oneof the effective teaching methods to enhance the generating question skills andreading comprehension of the children with reading disabilities, and that readingcomprehension strategy could also be applicable to those types of children.

질문만들기 전략, 읽기장애, 독해력, generating questions strategy, reading disabilities, reading comprehension

구본권 Bon Kwon Koo

DOI:10.19049/JSPED.7.2.04 Vol.7(No.2) 71-88, 2006

This study investigated the personality characteristics of 342 students who majored in special education. Those 342 participants completed the MMPI (Minnesota Multiphasic Personality Inventory) from 1991 to 2004. First, the result indicated that male participants had a higher mean t-score in 10 sub-tests than female participants. In particular, male participants had significantly higher t-scores in Hysteria scales than female participants. Second, the result showed that there was an annually significant difference of t-scores in Psychasthenia and Schizophrenia. t-scores increased in Hypochondriasis, Depression, and Hysteria scales, and decreased in Paranoia, Psychasthenia, Schizophrenia, and Hypomania scales. Third, 232 participants (67.8% of 342 participants) had 70 or above in t-scores. Among those 232 participants, 49 participants (68% of 232 participants who had 70 or above in T-scores) had the highest mean t-score in 1998. The high mean t-scores in sub-tests were showed in Psychopathic Deviation, followed by in Psychasthenia and in Schizophrenia.

특수교육 전공, 성격, Special education student`s. MMPI, Personal Characterist

박인주 In Ju Park , 박남수 Nam Su Park

DOI:10.19049/JSPED.7.2.05 Vol.7(No.2) 89-106, 2006

This study purposed to examine the effect of study skills training on study habits and self-directed learning ability of underachievers. For this purpose, we conducted ‘Scholastic Aptitude Test by the Office of Education’ on 4th-grade students at G Elementary School in Busan and selected 42 children whose academic achievement in four subjects (Korean, mathematics, social studies and science) was less than 60% and whose record belonged to the lowest 20%. Assigning 21 of them to the experimental group and another 21 to the control group, we tested the effect of study skills training program through a pre-test and a post-test. The study skills training program used in this study was prepared by modifying the study skills training program for elementary students developed by Byeon, Yeong-Gye and Park, Han-Suk(2000) fittingly to the cognition level of 4th-grade underachievers. The results of this study are as follows. First, the study skills training was effective in changing underachievers’ study habits in a desirable way by improving their study skills. Second, the study skills training was effective in improving underachievers’ self-directed learning ability by improving their study skills. Accordingly, it is concluded that study skills training has a positive effect on study habits and self-directed learning ability of underachievers.

학습기술훈련, 학습부진아, 학습습관, 자기주도적 학습능력, Study Skills Training, Underachievers, Study Habit, Self-directed learning ability

장진석 Jinseok Chang

DOI:10.19049/JSPED.7.2.06 Vol.7(No.2) 107-125, 2006

The purpose of this study is to analyze the Problems of Sign Language following Korean Language System according to the Linguistic Characteristics of Korean Sign Language. The result of analyzation is found as followings; First, Korean Sign Language has the characteristics of ① naturalization in being formed and being used in deafs`` lives, ② expressions by briefed signs in the space instead of sound language, ③ understanding its meanings by seeing, ④ classifiers, ⑤ onomatopoeia , ⑥ rhythm as like in sound language, ⑦ other``s role shift, and ⑧ that deafs especially like to use it and it is proper to deaf``s communication tool. Second, the designed Sign Language following Korean language system ① is not natural and briefing in being formed and expressions, ② doesn``t have compound linguistic factors, ③ limitation, stiff and proper in expressions in space, Classifiers, onomatopoeia, rhythm and role shift, ④ the deafs especially dislike to use it, ⑤ that they respect the natural sign language more than the designed sign language in other country such as USA. In conclusion, as Sign Language following Korean Language System has many problems, it is expectable that the educational system of sign language must be studied in whole sides of it.

자연수화, 한국수화, 국어대응식 수화, 유사표현, 유사의 오노마트페, 롤 쉬프트, Natural Sign Language, Designed Korean Sign Language, Classifier, onomatopoeia

우정한 Jeong Han Woo , 윤광보 Kwang Bo Yoon , 김성애 Sung Ae Kim , 정희섭 Hee Sup Jung

DOI:10.19049/JSPED.7.2.07 Vol.7(No.2) 127-153, 2006

For providing effective inclusion service to students with disabilities, general and special education teachers`` preparation and quality of inclusion is very important. However, lack of knowledge and competency about inclusion, general and special education teachers have had difficulty in implementing effective inclusive education in practice. So teachers training curriculum at university and inservice education program are needed for effective inclusion. The purpose of this study was to provide suggestions for developing special and general education teachers training curriculum at university and to develop special and general education teachers inservice program for effective inclusion. The method of study to achieve this purpose was as follows. First, literature research on inclusion, curriculum of teacher inservice education agency and web-based education was conducted. Second, investigation research on special education teachers training curriculum of Korea, America and European Community, and on competency and needs of special and general education teachers was conducted. The conclusions drawn from the results and discussion were as follows. First, for effective inclusion, common curriculum of general and special education teachers at university include subjects such as philosophic foundation of inclusion, theory of inclusion, support of inclusion, teaching and learning of inclusion, curriculum development and application of inclusion, instructional technology of inclusion, communication and interaction method of inclusion, and program development and application of understanding students with disabilities. Second, for effective inclusion, curriculum of special education teachers at university include subjects such as communication and interaction method of inclusion, instructional technology of inclusion, management of inclusive class, appling individual education program of inclusion, program development and application of understanding students with disabilities, community support and inclusion, inclusion and transitional education, inclusion and constructivism, behavior intervention of inclusion, teaching and learning method of multidisciplinary aspects, inclusion and full inclusion, inclusion and accessibility, and discrimination in inclusion. Third, the contents of web-based general education teachers inservice education program on inclusion was developed through contents analysis, purpose establishment and contents organization. The web-based general education teachers inservice education program on inclusion was consisted of 4 domains such as understanding special education, understanding inclusion and practice, teaching and learning for inclusion, and guidance and behavior intervention. Fourth, the contents of web-based special education teachers inservice education program on inclusion was developed through contents analysis, purpose establishment and contents organization. The web-based special education teachers inservice education program on inclusion was consisted of 5 domains such as understanding general education, professionalism on special education, understanding inclusion and practice, teaching and learning for inclusion, and guidance and behavior intervention.

통합교육, 웹기반 교사교육, 교사교육 프로그램 개발. inclusion, web-based teacher inservice, development of teachers inservice program

박은영 Eun Young Park , 김삼섭 Sam Sup Kim

DOI:10.19049/JSPED.7.2.08 Vol.7(No.2) 155-174, 2006

This study was the second basic study on development of employer``s employment selection criteria for mental retardation. The purpose of this study was to develop the pilot questionnaire be based on results of literature review about employer``s attitude about employment of people with disability. For this, items of employment selection criteria for mental retardation was sorted by vocational rehabilitation professionals and the questionnaire was made out. The easy comprehensive questionnaire was constructed through assessing easy of understanding by vocational rehabilitation professionals. This questionnaire was constructed the pilot questionnaire of employment selection criteria for mental retardation through analysing questionnaire in point by vocational rehabilitation expert and employer and manager of mental retardation above 6 months. Construct validity of the pilot questionnaire will be necessary to development of employment selection criteria for mental retardation.

고용주, 정신지체인, 고용 준거, 예비 문항, Employer, mental retardation, employment selection criteria, the pilot questionnaire

이해균 Hae Gyun Lee , 이금숙 Geum Sug Lee

DOI:10.19049/JSPED.7.2.09 Vol.7(No.2) 175-195, 2006

The purpose of this study was to analyze of the effects on the attitude and self-esteem of the children who were participated in the specially designed program toward the visually impaired. Subjects were provided in a series of experience in visual handicaps through programmed lessons. They were all 26 children in a second year class of an elementary school. The program consisted of indirect and direct information and situation for visual handicap. The indirect section of the program contained the information about visual handicaps, dramas about people with visual impairment and etc. This was conducted to the subjects 3 times. Direct section of the program contained visual conception, orientation & mobility, movement with a blindfold, daily lives with a blindfold. The subjects were participated in this 17 times in a periodic duration. The results are as follows; First, the visually impairment experience program has positive effect on the sighted student``s receptive attitude toward the visually handicapped. Second, the visually impairment experience program appeared to have much more self-esteem toward the sighted pre-tests than post-tests.

시각장애 체험, 자기존중감, 시각장애학생, 정안학생, the visually impairment experience, self-esteem, the visually handicapped student, the sighted student

Hosobuchi Tomio , 박경란 Kyoung Ran Park

DOI:10.19049/JSPED.7.2.10 Vol.7(No.2) 197-218, 2006

This study is to examine the current plan of special support education in Saitama prefecture, Tokyo metropolitan government and Nagano prefecture in Japan, and to discuss effectiveness of this education to Korea. After reviewing this plan, these three stated areas support the plan of special education of the national government as well as their own independent policy for special education. The common keyword for the policy is "local" and "school register". Special support education in Japan seems to be based on the notion of normalization in the way of being autonomy, and each province``s eventual goal is the same but they are also achieving the policies of national government. Moreover, they are trying to find many ways to make children with disabilities to be integrated gradually than the policy of making children with disabilities just to attend the regular school. This effectiveness of this study to Korea is, if we assume that inclusive education is aimed by Korea and Japan, the education policy for children with disabilities in Korea must be changed from full-inclusion only based education for children with disabilities. We should find our own support plan for them.

특별지원교육, 통합교육, 학적, 지역화, 일본, Special Support Education, inclusion, school register, localization, Japan

오원석 Won Seok Oh

DOI:10.19049/JSPED.7.2.11 Vol.7(No.2) 219-236, 2006

This study was conducted to analyze attitudes of nondisabled students from integrated classes toward integration with hearing-impaired students and examine variables which have influence on the formation of positive attitudes. The subject of this study was composed of 63 sixth graders from two classes and 25 fifth graders from one class, a total of 88 students who attend elementary school where hearing-impaired students are integrated with nondisabled students. This study adapted ISDHH(the Inclusion of Students who are Deaf or Hard of Hearing Inventory) of Hsin-Ling Hung(2005) to use. This test was conducted in February when a school year is finished. The inventory consisted of four domains: inclusion, contact, closeness and class standard. The result of this study showed that difference by groups existed in attitudes of nondisabled students who experienced integration with hearing-impaired students toward the integration and that the group with higher frequency of contact had positive attitudes toward the integration. However, difference between sex did not seen in attitudes toward the integration.

청각장애, 통합교육, 태도, Integrated classes, attitudes, Hearing Impairment

강경숙 Kyung Sook Kang , 이나영 Na Young Lee

DOI:10.19049/JSPED.7.2.12 Vol.7(No.2) 237-263, 2006

This study presents implementation method of performance evaluation adaptation through collaboration amongst teachers in context of accessing the general curriculum by students with disabilities. Accessing the general curriculum is actively discussed to support and ensure the right of learning of the students with disabilities. Collaborative performance evaluation adaptation process is developed to support the students with disabilities to rationally participate the performance evaluation. The processes are presented in steps; 1) adaptation of collaboration indicator, 2) implementing the general curriculum, and 3) evaluation based on the indicator. From these steps, the adaptation of indicator is divided into three areas based on the levels of adaptation; 1) no adaptation, because the same scoring system and evaluation contents used for general students are applied, 2) limited adaptation, because the same scoring system used for general students, and adapted evaluation contents are used, and 3) full adaptation, because the scoring system and the evaluation contents are all adapted to meet the needs. Furthermore, "performance evaluation adaptation indicator" that encompasses more general curriculum subjects from each K-12 grades, should be developed and actually used in schools.

통합교육, 교육과정적 통합, 교사간 협력, 수행평가, 교수적 수정, 평가수정, inclusive education, access to the general education curriculum, teacher collaboration, performance evaluation, instructional adaptation, evaluation adaptation

김애화 Ae Hwa Kim

DOI:10.19049/JSPED.7.2.13 Vol.7(No.2) 265-299, 2006

The purpose of this study is to systematically synthesize findings of intervention studies for students with learning disabilities. An extensive search process yielded a total of 47 intervention studies. Synthesis indicates that reading is the most researched domain, followed by mathematics, writing, and computer-assisted instruction. Also, research-based instruction with empirical evidences includes multiple comprehension strategy instruction, phonological awareness and phonics instruction, and cognitive strategy instruction in mathematical problem solving.

학습장애, 중재, 읽기, 수학, 쓰기, Learning Disability, Intervention, Reading, Mathematics, Writing

김윤옥 Yun Ok Kim , 정은희 Eun Hee Jeong

DOI:10.19049/JSPED.7.2.14 Vol.7(No.2) 301-325, 2006

This research intends to analyze the anti-bias education in the 7th Korean Language education curriculum for middle schools, and middle school Korean Language teachers`` understanding with this issue, and by studying the actual condition of the anti-bias education in the 7th middle school Korean Language education, present fundamental data for planning and application of the 7th education curriculum. Objects of this research are units related to the anti-bias education in the 7th middle school Korean Language education curriculum, and 211 middle school Korean Language teachers working in Gwangju Metropolitan City. The results from the analysis based on the above study are like the following. First, after analyzing contents of the anti-bias education in Korean Language teaching materials of the 7th middle school education, 20 units have been selected as the anti-bias education related contents, and ``ability`` has the most frequency of all the grades. Second, the analysis of understanding of the teachers about the anti-bias education shows that although they agreed with the education, they answered "normal" for the question asking their understanding, which means they are not familiar with the education. Third, for teaching methods of the anti-bias education, they use ``studying altogether`` the most, and ``schoolbooks`` for teaching materials and data.

반편견 교육, 제7차 중학교 국어과 교육과정, anti-bias education, 7th Korean Language education curriculum for middle schools

조인수 In Soo Cho , 박정식 Jung Sik Park

DOI:10.19049/JSPED.7.2.15 Vol.7(No.2) 329-351, 2006

It is critical for individuals with disabilities to improve self-advocacy ability. Therefore, self-advocacy abilities have various components, but assertive behaviors and effective communication skills are critical components of self-advocacy. The study is to investigate strategies of teaching assertiveness and effective communication skills for improving self-advocacy ability. The specific aims of the study are as follows; First, to find out strategies on self-assertiveness skills training of students with disabilities. Second, to reveal strategies on effective communication skills training of students with disabilities. The conclusions of the study are as follows; First, assertive behavior consist of internal·external components. Instructional methods of assertive behavior include modeling, behavior rehearsal, coaching, structured feedback, contingent incentives, homework assignments and other instructional strategies including social skills, role playing, and assertive, nonassertive and aggressive behaviors training, which are to discriminate among assertive, nonassertive and aggressive behaviors and to express their wants, needs, or feelings in an assertive, rather than aggressive, manner. Second, communication skills are important skills for self-advocate. Communication skills include conversation skills, listening skills such as active listening strategies, structuring the educational environment to improve listenins skills, and body language skills such as eye contact, facial expressions, gestures and body language.

자기결정력, 자기주장훈련, 의사소통기술, self-determination ability, self-advocacy training, communication skill

김정현 Jung Hyun Kim

DOI:10.19049/JSPED.7.2.16 Vol.7(No.2) 351-372, 2006

The purpose of this study was to determine the effects of the BAR program on travel efficiency(travel time, landmark utilization frequency) of children with low vision. This study targeted four children with low vision in K school for the blind in Daegu. Children were selected on the recommendation by the school``s homeroom teacher, befitting the study purpose. They were given a prior test on travel level, and their related activities were observed in classes for one month. Thus I determined their travel features and status. Lastly, the children were selected through them and their parents`` agreement. The results of this study are as follows. First, the BAR program was effective in changing the travel time of children with low vision. In particular, the BAR program was the most effective with children who had less experiences of being exposed to diverse environments in the dormitory. Second, the BAR program was effective in enhancing landmark utilization frequency of children with low vision. Notably, the fourth level of the BAR program encompassed travel skills by scene based on landmarks, and by applying the program to diverse living environments based on these skills, the attempt increased children``s landmark utilization frequencies.

시각장애, 저시력, 보행, visual impairment, Low Vision, mobility

김용욱

DOI: Vol.7(No.2) 377-384, 2006

대구대학교특수교육문제연구소

DOI: Vol.7(No.2) 385-396, 2006