권기욱 Ki Uk Kwon

DOI:10.19049/JSPED.7.4.01 Vol.7(No.4) 1-26, 2006

The purposes of this study was to provide the improvement directions of the education and care finance system for infants and early childhood with disabilities. For achieve this purposes, this study analyzes the theories and the research results which are related the education and care principles, the education and care finance principles for infants and early childhood with disabilities. the education and care finance system for infants and early childhood with disabilities in the primary foreign nations which are America and Canada are analyzed. The results of the study presents five problems of the education and care finance systems for infants and early childhood with disabilities. Those problems are as follows : First, the related services funds for those are lack. Second, the linkages of individualized education plan with finance support system is shortages. Third, the finance support systems does not meets their unique needs. Fourth, the same mounts money are provided same institution and ages. Fifth, the fund does not provided of risk infants and early childhood. Based on the results, this study suggests five improvement directions of education and care finance systems for infants and early childhood with disabilities. For improvement directions of education and care finance systems, First, the funds of infants and early childhood with disabilities should be based on the individualized education plan. Second, the education and care funds must be provided for special education and related services. Third, the care expenses for infants and early childhood with disabilities should be actualized. Fourth, the funds for infants education and individualized families support services should be provided. Fifth, the funds of infants and early childhood with disabilities should be provided risk infants and early childhood.

장애영유아, 장애영유아교육재정, 장애영유아보육재정, Infants and early childhood with disabilities, Infants and early childhood with disabilities education and care finance

김남진 Nam Jin Kim

DOI:10.19049/JSPED.7.4.02 Vol.7(No.4) 27-42, 2006

The purpose of this study is to investigate which factors influence the teacher toward ICT utilization. To accomplish this purpose, we selected 336 people out of teachers of 3,248 elementary school special class teachers from all over the country, using proportionate stratified sampling. The conclusion of present study was as follows; 1. Teacher-efficacy influence recognition of ICT utilization importance but does not have relation and effect at ability of ICT use. Ability of ICT use available for explain the teacher-efficacy. 2. Recognition of ICT utilization importance is effected by ability of ICT use and ability of ICT use is effected by recognition of ICT utilization importance. But there is no relation as well as influence between recognition of ICT utilization importance and ICT utilization education. 3. The most important factor is teacher-efficacy and it is influenced by ability of ICT use.

ICT활용교육 시간, ICT활용능력 인식, ICT활용기술 중요도 인식, 교사효능감, ICT utilization education, teacher-efficacy, ability of ICT use, recognition of ICT utilization importance

김병하 Byung Ha Kim

DOI:10.19049/JSPED.7.4.03 Vol.7(No.4) 43-62, 2006

This paper is to inquire the present problems and issues of the subject``s instruction for the students with disability, specially focused on the deaf education. Traditionally, special education for the students with disability had been controled by the diagnosis-treatment instructional model according to applied Tyler``s model which was the purpose-based curriculum. Reconstructing special education means to reconceptualized the educational activities for the students with disability, and then the essentiality of the educational activities is to reconstruct the subject``s instruction for the students with disability. In priority, the subject contents precede rather than teaching method of the subjects. Basically, the subject contents regulate teaching method on the subjects, but teaching method do not control the contents. However, education for the students with disability has been focused on the therapeutic activities and teaching methods, and relatively subject``s instruction was implemented as a secondary activities in the curricular managing. Teachers of the students with disability should be establish an authority in their subject``s instruction. To keep highly qualified competency in the subject``s instruction for the students with disability, teacher``s professionality should be demonstrated in teaching the subject contents. In this context, deaf education require a paradigm shift from the method in communication skill to the contents in subject matter.

교과교육, 교육과정, 교사 수행능력, 농교육, subject`s instruction, curriculum, teacher`s competency, deaf education

박미화 Mi Hwa Park , 고승혜 Seung Hye Ko

DOI:10.19049/JSPED.7.4.04 Vol.7(No.4) 63-82, 2006

The purpose of this study was to investigate the effect of playing instrumental activity to sensory movement and communication development of cerebral palsy. The subject of this study were the children with cerebral palsy, who are attending at a regular pre-kindergarten located in G city, Gyeonggi province. The research design was an one group pretest-posttest. The MEPA-II was used for the pretest. Playing an instrumental activity was applied to the subject for 30minutes a day, 5days a week of 8 weeks. After treatment, the posttest was employed. The major results were as the follows. Playing the instrumental activity positively influenced to enhance sensory motor skill of cerebral palsy such as posture locomotion and manipulation as were as communication. It also highly assistance improve in manipulation domain. * Experience with severe instrumental activity allowed limited several with physically, emotionally, and to induce positive changes and development by direct experiencing, feeling, and perception in the process of playing instrumental activity.

악기놀이, 감각-운동, 의사소통, 뇌성마비, instrumental activity, sensory movement, communication, cerebral palsy

김도호 Do Ho Kim , 박재국 Jae Kook Park , 박재성 Jae Sung Park , 김영미 Young Mi Kim

DOI:10.19049/JSPED.7.4.05 Vol.7(No.4) 83-99, 2006

The purpose of this study was to investigate the effects of sensory integration program on object control skills of children with moderate mental retardation. The subject were 24 children with mental retardation. The 24 children were divided into t대 groups. One group of 12 were in an experimental group and the remaining 12 in a control group. To find out and changes of their object control skills, a sensory integration program was executed to the exercise group three times a week, for forty minutes a day over twenty weeks. Before appling this program, was measured the object control skills for each group. After ten weeks and twenty weeks their abilities were remeasured using the same method as before. The object control skills were tested using the TGMD-2. The collected date was analyzed using one-way ANOVA, t-test which had been on SPSS-WIN 11.0 program. Results of the study were described as follows: First, the experimental group improved after executing the program in striking a stationary ball, stationary dribble, catch, kick, overhand throw, underhand roll of object control skills. Second, in comparison within the group, it showed significant difference only in the experimental group, and in comparison among the group, it showed significant difference in the second and third periods.

감각통합 프로그램, 정신지체아동, 물체조작기능, sensory integration, mental retardation children, object control skill, TGMD-2

김애화 Ae Hwa Kim , 김의정 Ui Jung Kim

DOI:10.19049/JSPED.7.4.06 Vol.7(No.4) 101-119, 2006

The purpose of this study was to compare reading comprehension abilities of low-achieving students to normally-developing students. In this study, reading comprehension abilities were measured by comprehension monitoring, retelling, comprehension questioning, fluency tests. A total of 96 students(44 low-achieving students and 52 normally-developing students) participated in this study. Results indicated statistically significant differences between two groups on both all measures. Also, the comprehension monitoring test was strongly predictive of general reading abilities. Implications for practice are discussed.

읽기부진, 읽기장애, 학습장애, 읽기이해, 읽기이해점검, 읽기유창성, Low-achieving students, Students with learning disabilities, Reading comprehension, Comprehension monitoring, Reading fluency

김일명 Il Myong Kim , 조홍중 Hong Joong Cho

DOI:10.19049/JSPED.7.4.07 Vol.7(No.4) 121-141, 2006

The purpose of this study is to examine the roles, competencies, and factors disturbing competencies of teacher-aide in special education perceived as important by special education teachers. 122 special education teachers participated in this study. Perceived roles, competencies, and factors disturbing competencies of teacher-aide in special education by special education teachers were analyzed using frequency analysis and chi-square analysis. Results were obtained as follows. First, for perceived roles of teacher-aide in special education by special education teachers, 「aid to life guidance」(44.2%) was perceived as the most important, followed by 「aid to class」(28.6%), while 「aid to office management」(24.5%) was perceived as the least important. Second, for perceived competencies of teacher-aide in special education by special education teachers, 「understanding of special education」(40.1%) was perceived as the most important, followed by 「understanding of general education」(38.5%), and while 「understanding of treatment education」(23.1%) was perceived as the least important.Finally, for perceived factors obstructing competencies of teacher-aide in special education by special education teachers, 「student factor」(36.8%) was perceived as the most important, followed by 「institutional factor」(32.7%), while 「teacher factor」(26.2%) was perceived as the least important.

특수학교교사, 특수교육보조원, 능력, 저해요인, Special education teacher, teacher-aide in special education, role, competency, obstructing factor

박상희 Sang Hee Park

DOI:10.19049/JSPED.7.4.08 Vol.7(No.4) 143-152, 2006

The purpose of this study is to investigate accuracy of articulation and phonological process of Children Living Bilingual Environment. The 9 (2;10～6;2) preschool children living bilingual environment participated in this study. The Accuracy of articulation was analyzed percent consonants correct (PCC), and percent vowels correct (PVC). The phonological process was analyzed percent for phonological processing. And Pearson correlation were performed to investigate effect of mother``s articulation ability. The results showed that First, children have articulation disorder except 3 children. Also Mother``s articulation ability influenced children``s articulation ability especially 3- 4-year-old. Second, children produced using uncommon phonological pattern especially backing of palatal phoneme and laxing.

이중언어, 코시안, 조음, 음운, bilingual, Kosian, articulation, phonology

전병운 Byung Un Jeon , 박현옥 Hyeon Ok Park , 강영애 Young Ae Kang , 박현주 Hyun Ju Park

DOI:10.19049/JSPED.7.4.09 Vol.7(No.4) 153-174, 2006

The purpose of this study was to investigate research trends and issues in inclusive education related to methods and content of the Disability Understanding Program. 95 research papers selected from master``s thesis, dissertation, journal articles which were published through 1990 to 2006 were examine in each main research areas, such as research participants, research design and research procedure. Findings demonstrated as follows; firstly, Simple Disability Understanding Program and Anti-Bias curriculum based on knowledge and information delivery were mostly used as intervention program. Therefore more intervention program with various content and pattern is needed for the future research. secondly, research participants in 95 papers selected were preschooler and elementary school children. little research performed preliminary study and as many researchers did intervention program in regular class time, student``s right of education may disregard. Fourthly, the success with Disability Understanding Program would better emphasize content and quality of interventions than those of quantity.

통합교육, 장애이해, inclusive education, Disability Understanding Program

안성우 Seongwoo Ahn , 김자경 Jakyung Kim , 서유경 Youkyung Seo , 김기주 Kiju Kim , 신영주 Youngju Shin

DOI:10.19049/JSPED.7.4.10 Vol.7(No.4) 175-193, 2006

The current study examined the relationship of phonological awareness, letter knowledge to the scores from 2 tests of spelling skills in children with or without spelling difficulty. There are positive relationships among reading, spelling, letter knowledge, letter-sound corresponding knowledge, phonological awareness. There was difference between two group in terms of phonological awareness, letter knowledge, and letter- sound corresponding knowledge. Multiple regression analysis indicated that the best predictor of achievement of spelling was phonological awareness in children. The phonological awareness task added significantly to the predication of spelling. *

음운인식, 철자 지식, 받아쓰기 부진 아동, phonological awareness, spelling knowledge, spelling difficulty

양나영 Nayoung Yang

DOI:10.19049/JSPED.7.4.11 Vol.7(No.4) 195-211, 2006

The purpose of this study was to examine the effect of two kinds of instruction on performance of addition in 2 children with mild mental retardation: an instruction of direct Min strategy and an instruction designed to facilitate planning. Results showed that a child could get the improvement of addition accuracy, shortening of the addition solution times, and the flexible use of efficient strategy through an instruction designed to facilitate planning, but the other child improved only in the addition accuracy through instruction of direct Min strategy. These results implicate that the instruction designed to facilitate planning in addition area has beneficial effects for mental retarded children with a weakness in the use effective addition strategies.

정신지체아동, 계획하기 인지 과정 촉진법, 덧셈 전략, mental retarded children, an instruction designed to facilitate planning, addition, use of efficient strategies

오혜정 Hae Jeong Oh , 황도순 Do Sun Whang , 박현옥 Hyeon Ok Park

DOI:10.19049/JSPED.7.4.12 Vol.7(No.4) 213-235, 2006

By analyzing the research contents of the papers on the language of preschoolers with disability which have been presented in research papers in the field of special education such as 「Journal of Speech, Language and Hearing Research」와 「Topics in Early Childhood Special Education」, 「The Journal of Special Educatio n」「Council for Exceptional Children」, 「Topics in Language Disorders」and 「Focus on Exceptional Children」, this study was to find out the trend of language research for preschoolers with disability and also to present some tasks which have to be studied in the future. For this purpose, 52 papers on language for preschoolers with disability were chosen and subsequent categories for research contents were also analyzed. The subsequent categories for research methods of contents included type of disability, intervention setting, instruction situation, type of intervention, intervention agents and additional outcomes and the subsequent categories for intervention method or effectiveness include independent variables and dependent variables. The result of this study showed that researches on preschoolers with language delay for the types of disability, researches on clinical environment for intervention setting and researches on researchers for intervention agents were done most in number respectively. Most of the researches evaluated reliability but only a few researches evaluated generalization data, maintenance data, data on treatment fidelity and social validation measures. In the type of research intervention method content, milu teaching was used the most for independent variables while expressive language was more used than receptive language for dependent variables.

장애유아. 언어장애연구. 의사소통장애, preschoolers with disability, language research, speech and communication disorder

우정한 Jeong Han Woo , 윤광보 Kwang Bo Yoon

DOI:10.19049/JSPED.7.4.13 Vol.7(No.4) 237-259, 2006

The purpose of this study was to grasp the realities and requirements of paraprofessionals in roles, training and duties for better implementation of paraprofessionals system in special education. For this study, 144 paraprofessionals of general and special education schools were employed and researched by questionnaire. The results of this study were as follows. First, main role of paraprofessionals was supporting special students`` individual needs and the most difficult role was supporting problematic behavior control. Second, in training of paraprofessionals, training completion time and proper training time was 60 hours. The most necessary contents of training program were special students`` characteristics, guidance and problematic behavior control. Third, belongingness level as school personnel was average and the most difficult point was making relationship with special and general education teachers. Based on this results, some suggestions were provided for better implementation of paraprofessionals system in special education.

특수교육보조원, 통합교육, paraprofessional, special education

우주형 Joo Hyung Woo

DOI:10.19049/JSPED.7.4.14 Vol.7(No.4) 261-281, 2006

The purpose of this study is to understand IL(independent living) paradigm for the disabled and to find challenge of legal system for it. For the purpose of understanding IL, we make out functions of CIL(center for independent living). The concept of IL contains self-determination, consumerism, advocacy of rights, empowerment. CIL serves the programs of PAS(personal assistance services), peer counseling, independent living skill training etc, for the severely disabled. Recently, concern of IL is escalated in Korea. Korean law is to be enacted for the support of IL. We expect ``The Act of Welfare for the Disabled`` will be revised to add provisions of IL. In conclusion, I suggest desirable regulations of IL.

자립생활운동, 장애인당사자주의, 자립생활센터, 권익옹호, 활동보조서비스, IL, independent living, CIL, center for independent living, consumerism PAS(personal assistance services), self-determination, The Act of Welfare for the Disabled

이달엽 Dal Yob Lee

DOI:10.19049/JSPED.7.4.15 Vol.7(No.4) 283-305, 2006

This study was aimed at investigating worker``s compensation system of the USA and its implications to apply in Korea. Korean worker‘s compensation system has been focused on the monetary reward without active rehabilitation efforts. Often, services are limited to medical intervention rather than vocational rehabilitation service options. Therefore, rehabilitation counselors should be placed in a front line service delivery systems and a variety of service models should also be developed. Ethical preparation and service delivery behaviors of rehabilitation counselors are also very important. Rehabilitation education should be focusing on the development of skills of empathy, functional limitations, techniques of helping, job placement, and the knowledge of communication, etc. Especially, counselors should focus on the magnification, the construction and the provision of social supports as an instrumental infra for vocational functioning among individuals with industrial injuries. Finally, the current authors suggests that early intervention strategies, service directions, professional manpower development issues, and the revolutional roles of the current service agency.

산재장애인, 재활상담, 산재보험, 전환기 직업기술, 임금보전, 보험요율, persons with industrially injured, rehabilitation counseling, worker`s compensation, transitional skills, wage allowance, insurance rate

임호찬 Ho Chan Lim

DOI:10.19049/JSPED.7.4.16 Vol.7(No.4) 307-321, 2006

The purpose of this study is to compare the results of Raven SPM intelligence test of the hearing impaired adolescents. The assessment values were analyzed according to the IQ under the Korean SPM standard score. A population of 115 adolescents with hearing impaired was evaluated using Raven SPM test. To compare the item correct ratio, the 24 matched normal adolescents was also assessed by the same test. Results of this study were as follows; first, the hearing impaired adolescents generally showed 10 points lower than the Korean SPM standard score. But the group of age 15 did not show the IQ difference though the standard deviation was a little higher. It probably told us that the eduction ability which the Raven test evaluated got to top level around age 15. Second, the correct ratio of the SPM items was not shown differently except two items. An item which needs some caution to find out the correct answer was advantageous to the hearing impaired adolescents. The other item which needs a little higher eduction ability was advantageous to the normal adolescents. There were no differences on the eduction ability over the IQ 110 adolescents with the hearing impaired. These results showed that the Raven SPM intelligence test could be resonable test for the hearing impaired adolescents.

청각장애 청소년, 레이븐 SPM, g 요인, s 요인, the hearing impaired adolescents, Raven SPM, g factor, s factor

이준석 Joonsuk Yi

DOI:10.19049/JSPED.7.4.17 Vol.7(No.4) 323-342, 2006

The purpose of this research was to conduct item validity analysis of a cognitive area of developmental screening inventory assessing developmental state of preschoolers. Explorations of item analysis (item difficulty and discrimination) and item internal consistency yielded evidence of content validity. The cognitive skills of the infants until 35 months increased gradually, and 54 month afters it appeared with the fact that the motor ability maintains a stable level. Each item also reflected an age change appropriately. Against the result regarding gender difference was discussed.

발달검사, 인지발달, 검사타당도, 문항타당도, developmental test, cognitive development, test validity, item validity

조경희 Kyoung Hee Cho , 최성규 Sung Kyu Choi

DOI:10.19049/JSPED.7.4.18 Vol.7(No.4) 343-361, 2006

Generally, children with ADHD concentrate on what they are interested in as well as most other normal people. Flash animation tales are expected to cause interest and concerns of people and so could be regarded as an important education method for children with ADHD. The purpose of this study is to research the effect flash animation tales have on interest and vocabulary of children with ADHD when it was made under the consideration of that fact (flash animation can be an important education method for children with ADHD) and applied to them. Two student who are classified as DSM-Ⅲ and K-CBCL were selected for this study. Flash animation tales were shown to them and observed 5 times the concentration power they showed after they showed flash animation tales 4 times. And ``Korea Standard Acceptance Vocabulary Ability`` was utilized to pre- and post-test. The results are as followings: (a) the education using flash animation tales increased the concentration power of children with ADHD; and (b) the education using flash animation tales increased the vocabulary of children with ADHD and especially more effective in learning verb words than nouns and adjectives. Therefore this study concluded that the education using flash animation tales cause interest of children with ADHD and may help them develope concentration power and vocabulary.

ADHD 아동, 플래시 애니메이션 동화학습, 학습흥미도, 어휘력, ADHD children, flash animation tales, vocabulary ability, education interest

강희경 Heekyung Kang , 이승희 Seunghee Lee

DOI:10.19049/JSPED.7.4.19 Vol.7(No.4) 363-384, 2006

This study aimed to provide information on occupational stress and coping strategies of teachers at daycare centers for young children with disabilities. To do this, a questionnaire was distributed to 139 teachers working at specialized daycare centers for young children with disabilities or inclusive daycare centers for young children with disabilities in the area of Honam(Gwangju, Chonnam, and Chonbuk). One hundred thirteen questionnaires were returned and analyzed to answer three research questions as follows: ① What is the level of occupational stress of teachers at daycare centers for young children with disabilities? ② What are the coping strategies of teachers at daycare centers for young children with disabilities? ③ Is there any differences in occupational stress and coping strategies of teachers at daycare centers for young children with disabilities according to background variables such as gender, age, education level, major, marital status, center location, service field, working career, working hours, monthly pay, and total number of children at the center? The results are discussed in relation to previous research in order of the three research questions and some considerations for future research are presented.

장애아보육시설, 보육교사, 치료교사, 직무스트레스, 대처방법, daycare centers for young children with disabilities, teachers, occupational stress, coping strategies

이원령 Won Ryeong Lee

DOI:10.19049/JSPED.7.4.20 Vol.7(No.4) 385-403, 2006

The purpose of this study was to figure out how middle and high school students think about disability according to sex, grade, inclusion education, experience of watching movies or reading books about disabilities, and volunteer activities. Through its results, we tried to find the primary factors that influenced to attitude toward disability of students. In the survey, 334 middle school and 289 high school students were participated. The questionnaire was constituted with questions of 10 positive attitude, 24 negative attitude, and 14 neutral attitude. The results of this study were as follows : First, there were differences in positive and negative attitude toward disability according to sex and volunteer activities. Second, there was difference in neutral attitude according to inclusion education. Third, there were differences in positive and negative attitude toward disability according to grade. Specially there was a big difference between high school first grade and middle school first & second grade. Fourth, there was no difference in attitude toward disability according to experience of watching movies or reading books about disabilities.

장애, 긍정적 태도, 부정적 태도, 중립적 태도, Disability, Positive Attitude, Negative Attitude, Neutral Attitude

정진자 Jin Ja Chung , 임명희 Lim Mung Hee

DOI:10.19049/JSPED.7.4.21 Vol.7(No.4) 405-430, 2006

The purpose of this study was to investigate factors related to the self-efficacies for career decision and career-maturities of college students and college students with disabilities. This paper researches and analyzes the self-efficacies for career decision and the career-maturities from 109 college students (39 disabled students, 70 able-bodied students) in Jeollabuk-do. These are the results of the comparative study. The first, the comparative study discloses that a physical disorder has influence on the self-efficacy for career decision. A disabled student shows a negative attitude about self-efficacy for career decision. A physical disorder has influence on the subordinate-spheres; to collect job information, to set a goal, and to evaluate oneself. A disabled student shows a negative attitude more than an able-bodied student does. There is no variable influence on other subordinate-spheres; to set a plan and to solve a problem. The second, a physical disorder among independent variables has influence on career-maturity. A disabled student has a lower career-maturity than an able-bodied student has. There are no variables to have influence on a decisive attitude, a compromise attitude an inclination among the subordinate-spheres. A disabled student has a lower independent spirit and a lower participation attitude which shows the rate of an active participation in process of decision one``s way than an able-bodied student has. The differences come from difference school years also. This paper has some limited areas. The first, there is no balance of sex and number of research object from each school year. The second, there is no enough number of disabled student to compare each disorder case The third, there is a difficulty to compare each religion and to compare each school department because there is no control of variable according to religions and school departments.

장애대학생, 자기효능감, 진로결정, 진로성숙, self-efficacies, career decision, career-maturities, college students with disabilities

조인수 In Soo Cho , 한옥희 Ok Hee Han

DOI:10.19049/JSPED.7.4.22 Vol.7(No.4) 431-449, 2006

The study is to find out relationship between social adaptive skills and rearing attitude of parents of children with mental retardation, and then is investigate factors of rearing attitude of parents of children with mental retardation influencing to their social competencies. The conclusions of this study are as follows; First, rearing attitude of parents of children with mental retardation is high in order of affective attitude, and autonomous, refusal, control attitude. Rearing attitude according to variables is more affective and autonomous in order of age, schooling, income, religion, first child, child attending elementary school, and schoolboy. Second, social competencies in children with mental retardation appear to level of subaverage. Social competencies according to sub-domains is high in order of play activities in children with mental retardation, social, rule and law, interpersonal skills, self-esteem, self care, and responsibility. Social competencies according to school year is high in order of middle school 3 grade group, middle school 1 grade, middle school 2 grade, elementary school 1, 2 grade group, and 3, 4 grade. In gender, schoolboy is high than schoolgirl, as well is high social, play activities, rule and law, interpersonal skills, responsibility and self care, while schoolgirl is high than schoolboy in self-esteem. Third, there are significant correlation between rearing attitude of parents of children with mental retardation and social competencies. Especially, there are significant correlation at sub-domains of social competencies in autonomous rearing attitude. Therefore, the findings showed that the more rearing attitude of parents of children with mental retardation is autonomous, the more social competencies in children with mental retardation is improve.

정신지체아, 사회적응기술, 부모양육태도, Social Adaptive Skills, Rearing Attitude, Mental Retardation

최영열 Young Youl Choi , 김동주 Dong Joo Kim , 나운환 Woon Hwan Na

DOI:10.19049/JSPED.7.4.23 Vol.7(No.4) 451-471, 2006

The purpose of this study was to examine the effectiveness of adaptive skills by evaluating ‘Horticultural Program’ mentally retarded adults attended in a vocation rehabilitation organization. The study occurred from February and May 2006 on a weekly basis. To quantify the effects of the program on adaptive skills, experiment and control groups were evaluated in adaptive behavior using the statistical analyses: Mann-Whitney U test, and Wilcoxon test. Some effects that were not tested with statistical analyses were separately recorded. As compared to control groups, experiment groups had a higher value in Independent Function, Economic Activity, Numbers and Time, Domestic Activity, Prevocational/Vocational Activity, Self-direction, Responsibility, and Socialization. There were no significant differences between experiment groups and controls in Physical Development and Language Development. According to case studies, groups attended ‘Horticultural Program’ showed higher self-esteem and improved skills to express themselves in a proactive way. The experiment and case studies provided evidence that ‘Horticultural Program’ was valuable in improving the adaptive skills of mentally retarded adults. This program is also worthy of clinical applicatio.

정신지체인, 원예프로그램, 적응기술, Mentally Retarded Adults, Horticultural Program, Adaptive Skills

윤광보 Kwang Bo Yoon

DOI:10.19049/JSPED.7.4.24 Vol.7(No.4) 473-491, 2006

The purpose of this study is to set directions for improving special school curriculums. For this purpose, we discussed the well-educated person, the educational goals, organization of the curriculums and Time Allotment Standards, the appropriateness of curriculums, etc. promoted by the current special school curriculum and the revised general school curriculums. Based on the discussion made in this research, the followings are suggested as directions for improving special school curriculum. First, as for the well-educated person targeted by the special school curriculums, it is considered desirable to add a post-handicapped human image that is pursued in the general school curriculums. The image should be a symbiotic person who is thoughtful of others, leads a peaceful life, and co-exists with nature. Second, as for the educational goals of the special school curriculums to be added to the general school curriculums, the goals should be trans-disciplinary and post- therapeutic regardless of the type of disability so that an integrated personality can be developed. In addition, the educational goals should be stated for each school level, and refined further consistently. Third, therapeutic educational activities should be organized into domains such as language therapy activities, physiotherapy activities and psychotherapy activities, or the current eight activities should be integrated into ‘communication activities’, ‘physical function activities’, ‘psychology/behavioral adaptation activities’ and ‘life adaptation activities.’ In addition, hours for therapeutic educational activities should be counted as curricular hours so that curricular hours may be used for therapeutic educational activities if necessary. Fourth, for optimizing the quantity of learning contents, basic contents should be taught selectively in consideration of the number of classes for each curriculum and students’ learning speed. That is, the contents of the common curriculums are not the minimum essentiality that all students have to learn, but should be regarded as the maximum that students can learn selectively according to the personal condition of individual students subject to special education. In order to solve the problem in the difficulty of contents, various teaching methods should be provided, reflecting the characteristics of students with disability, in ‘teaching-learning methods’ for each curriculum.

국민공통기본교육과정, 추구하는 인간상, 치료교육활동, 교육과정 적합성, National Common Basic Curriculum, Special School Curriculum, well-educated person, therapeutic educational activities

변찬석 Chan Suk Byun , 이성환 Sung Hwan Lee

DOI:10.19049/JSPED.7.4.25 Vol.7(No.4) 493-515, 2006

The purpose of this study is to suggest a task to improve practical instruction and identify the children with learning disabilities based on the review of the article (from home and abroad) concerning the cognitive characteristics of the children with learning disabilities which is essential in selecting instruction, identifying and diagnosing of the children with learning disabilities. The result of the review showed that individual intelligence test which has been essentially used in identifying the children with learning disabilities wasn``t suitable to understand cognitive characteristics of the children with learning disabilities. Therefore I suggest that we should have different standardized achievement test and suitable intelligence test to judge educational needs and cognitive deficit. Moreover we found that cognitive processing deficit of the children with learning disabilities caused academic difficulty in neurosychological approach. In this respect, we need to apply the cognitive characteristics we found to the identification and diagnosis of the children with learning disabilities. I also suggest that we need the application and development of the instructional program which can cure the children with learning disabilities based on the cognitive deficits.

특수교육, 학습장애, 인지특성, special education, learning disabilities, cognitive characteristic

박은영 Eun Young Park , 김삼섭 Sam Sup Kim

DOI:10.19049/JSPED.7.4.26 Vol.7(No.4) 517-539, 2006

This study was the third basic study on development of employer``s employment selection criteria for people with mental retardation. The purpose of this study was to develop employer``s employment selection criteria for people with mental retardation used the pilot questionnaire be based on results of literature review about employer``s attitude about employment of people with disability. For this, a preliminary investigation was completed by 106 employers and managers of people with mental retardation. The employer``s employment selection criteria for people with mental retardation included 7 factors of 44 items was constructed through assessing reliability and construction validity used factor analysis. The employment selection criteria consisted of job factor of 13 items, attitude factor of 13 items, social factor of 4 items, adaptive factor of 6 items, production factor of 5 items, supportive factor of 3 item and behavior factor of 3 items. Confirmation of reliability and validity will be necessary to development of employment selection criteria for people with mental retardation to be valid and generalized.

고용주, 정신지체인, 고용 준거, 예비조사, 신뢰도, 타당도, Employer, mental retardation, employment selection criteria, preliminary investigation, reliability, validity

이병희 Byoung Hee Lee , 오명화 Myung Hwa Oh , 정재권 Jae Kweon Chung , 조은실 Eun Sil Jo

DOI:10.19049/JSPED.7.4.27 Vol.7(No.4) 541-556, 2006

The study was conducted between March and July in 2005. The subjects were 10 children, 5 males and 5 females, with Cerebral Palsy. The Art Therapeutic Educations were given 40 minutes each time 2 times per week 16 weeks, and adaptive behavior activities have been check before and after the each treatment. The program is consist of accessible themes so that they can improve their adaptive behavior. The obtained data were analyzed by Wilcoxon signed rank test using SSPS PC+ 12.0. Firstly, the effective training program for adaptive behavior can be developed using the Art Therapeutic Education for the children with Cerebral Palsy. post-experimental adaptive behavior scores were higher compared to pre-experimental scores with statistical significance. Furthermore, sub-areas emotional behavior, visual-perception behavior, gross motor function, fine motor function, motor planning was significantly increased after the completion of exercising programs, however, the improvements in score compared to other sub-areas tactual-perception behavior, auditory-perception behavior, vestibular sense, oral-respiration function, adaptive response were not statistically significant. Secondly, Adaptive Behavior was significantly increased after the completion of the exercising programs by GMFCS Level. Furthermore, sub-areas emotional behavior in GMFCS Level Ⅲ was significantly increased after the completion of exercising programs, however, the improvements in score compared to other groups were not statistically significant. Lastly, Adaptive Behavior was improvements after the completion of the exercising programs by sessional plans.

미술치료, 중증 뇌성마비아동, 적응행동, Art Therapeutic Education, Severe Cerebral Palsy, Adaptive Behavior

정은 Eun Cheong

DOI:10.19049/JSPED.7.4.28 Vol.7(No.4) 557-582, 2006

A human life can be progressed and achieved within continuous social relationships. In this sense social skills including linguistic skills, which play an important role in the construction of social relations, are crucial in education in general and more so in that of children with mental retardation in particular. This research seeks to consider relational efficacy in the context of ``attachment theory`` as ``spatial theory``. It also discusses relational efficacy on the conceptual basis of ``enjoyment(jouissance)`` which E. Levinas elaborated in his own theory. As a consequence, this research suggests that relational efficacy grows on the ground of the development of attachment, and that the progress of relational efficacy crucially affects individual feeling of happiness. It found that passiveness of people(children) with mental retardation develops not from the problems caused by impairment itself but from the experiences of pathological relations which the people(children) have been supposed to construct in the interrelationships with other people in society. It is therefore important to note that anti-segregated- education(inclusion) is necessary for developing relational efficacy both of children with mental retardation and normal children. It is also important to take the viewpoint that in the space of integrated education the object in a mutual relationship(the person with whom to construct relationship) should be considered as the object per se which is defined on Levinas`` perspective of ``enjoyment`` as essentially mutual.

관계효능감, 공간이론, 향유, 아동학대, 반(反)분리교육, Relational Efficacy, Spatial Theory, Enjoyment, Child Abuse, Anti-segregated-education

홍정숙 Jeongsuk

DOI:10.19049/JSPED.7.4.29 Vol.7(No.4) 583-600, 2006

This study was conducted to identify the fundamental characteristics of inclusive education theories developed in the United States. The study focused particularly on Alan Gartner and Dorothy Kerzner Lipsky, leading proponents of full inclusion, in an effort to elucidate their theory``s logical structure, its origin, and its ideological and social context. This paper presents the basic work of this study. This paper analyses the kinds of social roles played by the human services organization which Gartner engaged from mid-1960s to 1970s and his activity relating the organization to American society. The Community Action Agency where Gartner worked employed and trained paraprofessionals. He went on to direct the New Careers Foundation which provided research and support to promote the acceptance of paraprofessionals. Gartner worked for the economic independence of the poor and for improvement in their social standing. That is, Gartner worked to integrate the poor into the economic and social mainstream.

통합교육론, 휴먼 서비스, 준전문가, A. Gartner, D.K. Lipsky, inclusive education, human services, paraprofessionals

대구대학교특수교육문제연구소

DOI: Vol.7(No.4) 603-614, 2006