김진호 Jin Ho Kim

DOI:10.19049/JSPED.8.4.01 Vol.8(No.4) 1-27, 2007

There is a growing understanding that transition education is one of the effective ways to increase special education outcomes and successful adult lives of students with disabilities. Because there is no national rehabilitation support system for adults with disabilities who are in the transition process from school to adulthood in our country, school-based transition education should be an integral part of special education. The purpose of this study was to develop a school-based transition education model and suggest related education programs and methods for students with development disabilities. This study suggested a school-based transition education model that looked like well applicable to the current education situation of our country by analyzing several important transition models and methods. The school-based transition education model consisted of two parts: a transition education content model and a transition education application model. In addition, some education programs and methods regarding the school-based transition education model were discussed as follows: integrated and continuous education method, transition assessment, ITP and multy-year IEP, functional life skill program and methods, and community-based work training programs. These education programs and methods were presented in an attempt to suggest best education practices forthe school-based transition education model.

전환교육, 학령기전환교육, 전환교육모형, 직업전환교육, 발달장애, 지적장애, transition education, transition education model, school-based transition model, developmental disabilities

김유 Yoo Kim , 안성우 Seong Woo Ahn , 박원경 Won Kyung Park

DOI:10.19049/JSPED.8.4.02 Vol.8(No.4) 29-43, 2007

The purpose of this study was to examine the social capacity and problem behavior of the elementary student with SLI. To be more specific, the main topics are as follows. The difference in social capacity and problem behavior between two groups. The subject matters are the children with SLI and the general children of elementary school students in 42 lower grades (1st, 2nd and 3rd grade) and in 14 higher grades (4th, 5th and 6th grade). The research test tools of intelligence and sociality prove the subject matters to be the student with SLI by pediatric psychiatrist or certified speech therapist, and the general children without the experience of speech disorder and share the same intelligence quotient, gender, and chronological age by t-verification with the former group . The data were collected by individual testing and done in statistics by PROC TTEST of SAS program. Above all, independent t- test was executed for the group sorting, between the general student group and the student group who with SLI. After the test, Two-way ANOVA was executed between the two groups for the difference in the social capacity and problem behavior. Results of this study were as follows: A significant difference existed, as regards to social capacity and problem behavior between two groups. In conclusion, the result of study shows that poorer performance of the elementary student with SLI on the social capacity and problem behavior test reflect their poor social capacity and a lots of problem behavior.

단순언어장애 초등학생, 사회능력, 문제행동, SLI, K-CBCL, social capacity, problem behavior

김용욱 Yong Wook Kim , 김병하 Byung Ha Kim

DOI:10.19049/JSPED.8.4.03 Vol.8(No.4) 45-69, 2007

The purpose of the present study is to describe the history of the JilarabiYahak for the disabled, to analyze the organization and operation of its curriculum and in what context the culture of students and teachers is formed and maintained, and to explain the educational and cultural meaning of an evening class for the disabled. Jilarabi Yahak which pursues the removal of all types of discrimination from the world, was founded in 2000, with the objective of providing the minimum educational opportunities to those alienated from the official education system. The school offers elementary, middle school and high school courses, and its classes are executed in the evening on three days a week: Monday, Wednesday and Friday. Students in Jilarabi Yahak cast off their long-accustomed passivity and form the culture of a studying community through conversation and communication, and as a result each of them has the valuable experience of ``humanization`` as a person. Teachers in the school establish a culture based on a true spirit of service and sense of responsibility and learn while teaching as well as teach while learning through challenging and resolving the oppressive environment surrounding the disabled together with the students through continuous conversation with the students. The flexible curriculums and expanded opportunities for social participation, which are not available in official education, expect to awaken student`` consciousness and motivate the disabled to participate in social movements for the disabled.

장애인, 야학, 교육과정, 학생문화, 교사문화, The disabled, evening class, curriculum, student` culture, teachers` culture

조윤혜 Yun Hye Cho , 박재국 Jae Kook Park , 김영미 Young Mi Kim

DOI:10.19049/JSPED.8.4.04 Vol.8(No.4) 71-93, 2007

The research which it sees observed the mother of the obstacle student who is in the process of attending in the elementary school in about recognition of the educational activity actual condition and the obstacle student mother after-school of a class. Through the research, the results are as follows. First, the obstacle students in obstacle territory the higher officer without for an integrated education with the fact that it will attend to the general class or a special class of the elementary school the specific gravity where the stamp obstacle students are big, in obstacle territories it will occupy and also the degree of that obstacle will be becoming middle symptoms anger and there is a possibility which it will know. Second, the obstacle students education activity after-school of a class which it executes from inside the school compared to compared to were participating to the education activity which it executes from the agency other than the schoolplentifully. And social characteristic advancement, specialty aptitude improvement and treatment education of the sons and daughters hazard it was nice from the school removing outside. But, the educational program which the obstacle student does with economic charge together in necessity was and insufficiency does not participate with a reason also a case which majority there was. Three, after-school of a class the place where it is most suitable at execution place of education activity as near `therapeutic rooms`` the mother answer back in afterwords was most from the house, as `elementary schools`` it did. Four, case of education activity after-school of a class the within the school, thepart obstacle students the general students and are receiving an educate from the environment which is integrated, selection the program which is possible plentifully is restrictive and actual being difficult, it was following. Fifth, the mother the education activity after-school of a class was necessary very and in the obstacle children not only it will decrease a help it was recognizing with the fact that it will decrease a big help even in leisure application and economic activity participation of the mother. Six, in order for the education activity to become accomplished compared to after the-school of a class which is effective it stands it appeared with the fact that the security of lecturer a more specialty is necessary.

방과 후 교육활동 실태, 어머니의 인식, educational activity actual condition about the after-school, perception of mothers

김원경 Won Kyung Kim , 한현민 Hyun Min Han

DOI:10.19049/JSPED.8.4.05 Vol.8(No.4) 95-140, 2007

The year of 2007 is a meaningful year in the history of special education in Korea. The Special Education Promotion Law that had been a foundation of the development of special education for the past three decades since its legislation in 1977 was changed into the Special Education Law of Individuals with Disabilitiesand the Like (Special Education Law) in May, 2007. The Special Education Support Act for Individuals with Disabilities, the bill by the National Assembly based on the Consumerism for people with disability and the total revision bill of the Special Education Promotion Law by government wereproposed, respectively. The Special Education Law has been enacted as the alternative bill given by the Committee on Education. The promulgation of the Special Education Law leads to a huge confusion on the system of Korean special education because of the contents including specifically the elimination of the remedial education, the abolition of the department of remedial education, and the extension of notification of the 2007 Special School Curriculum.Especially, conflicts between related groups and the government concerning the follow-up measures of remedial education without interim measures and the demands for having a voice in legislation of enforcement ordinance has caused the confusion of the special education fields. Thus, for the proper enforcement of Special Education Law in 2007, there are needs to readjust the products of the previous studies on the special education-related laws in Korea for the purpose of presenting the establishment plan of subordinate regulations, that is enforcement ordinance and enforcement regulation. The purpose of the present study is to present the plan to enforce effectively the overall revised regulations of the Special Education Law in 2007 on the basis of the results from all-around investigation into the related studies of the domestic special education-related laws. This study has investigated and examined the tendency of arguments and the history in the domestic special education laws during recent 20 years. On the basis of these analysis, the study found six main issues; the law title, the compulsory education, students having special needs, remedial education, individualized education, and special education teachers. Then, the study compared the details of the above six issues before and after the revision and presented the direction of revision and the concentration of argument.

특수교육진흥법, 장애인등에대한교육법, 의무교육, 특수교육대상자, 치료교육, 개별화교육, 특수교육교사, 특수교육법제연구, Special Education Promotion Law, Special Education Law of Individuals with Disabilities and the Like, Compulsory education, student having Special needs, Remedial education, Individualized

서영란 Yeong Ran Seo , 박경란 Kyoung Ran Park , 김병하 Byung Ha Kim

DOI:10.19049/JSPED.8.4.06 Vol.8(No.4) 141-159, 2007

This study shows the increase number of expressive word by increasing age of children with hearing impairment, and the patterns of changes in part of speech. 8 children with hearing impairment who were found before chronological age 3 were involved in this study, and vocabulary data was collected every 6 months since the appearance of the proto-word. As a result, in the period of the appearance of the proto-word, they respectively show a marked difference. As they develop their vocabularies based on nouns, they gradually start using verbs and adjectives, and then utilizing grammatical morpheme after expressing some amounts of the content words. Furthermore, their vocabularies were increased dramatically in a specific period, however period of the dramatic increase differed among children. Through these results, we can expect that the patterns of vocabulary development of hearing impaired children are similar to those of the hearing children. The period of the rapid increase in vocabularies can be divided largely into two patterns: one is the pattern of the rapid increase of vocabularies immediately with the appearance of the proto-word, and the other that of rapid increase of the vocabularies between 6 months and 12 months after the appearance of the proto-word.

어휘발달, 청각장애, 초어, vocabulary development, hearing impairment, proto-word

박소영 So Young Park , 신현기 Hyun Ki Shin

DOI:10.19049/JSPED.8.4.07 Vol.8(No.4) 161-195, 2007

The purpose of this study is to present the necessary conditions for the successful inclusive education of young children with disabilities in Korea by assessing current environment of co-teaching in the field and analysing the currently effecting co-teaching methods by phases. The study was conducted with the collaboration of the team of 13 co-teachersincluding general and special education teachers for the period of 6 months through the in-depth interviews together with the scientific analysis on the daily plans of instruction by category and by each instructor as well as the result of the self-assessment of each instructor. The collected materials were classified and arranged by the purposes and categories as intended. The result of the study could be summarized as follows: First, the mutual confidence and trust between the co-teachers voluntarily participated is essential for the successful inclusive education with the environment that cross-appointment between the co-teachers is guaranteed and the administrative support for the inclusive education is properly secured beforehand. The co-teachers demanded that in order to maximize the effect of the co-teaching, relevant environment including administrative support from the government is essential and through the consummate examination and confirmation on the conditions before starting to provide co-teaching much of the hardships relating inclusive education could be minimized. In summary, we can clearly understand through the result of this study what are the underlying points in co-teaching on the part of co-teachers and which direction we should take for the maximum results from the future complete inclusive early childhood education.

발달지체유아, 통합교육, 협력교수, Co-teaching, Inclusive Education, Early Childhood Education

여광응 Kwang Eung Yeo , 박현옥 Hyeon Ok Park , 박선애 Sun Ae Park

DOI:10.19049/JSPED.8.4.08 Vol.8(No.4) 197-215, 2007

In this study we investigate by comparing effects with pictorial symbol plates and Cheap Talk ACC. The conclusion which is based on the result and analysis of language - interceding in this study is as follows: First, on the occasion of language-interceding for the children with severe handicaps with to the type of vehicle of augmentative and alternative communication than writing cards shows the more meaningful effect on linguistic-acquisition during all proceeding period. Second, as the result of analyzing the effect of language-interceding with the type of the vehicle of augmentative and alternative communication and comparing by case of each child, for all three children A；B；C, the object of study, to language- intercede with Cheap Talk accompanied by the phonetic output than the pictorial symbol plate in the type of vehicle of augmentative and alternative communication exerts the more positive influence on linguistic acquisitions. The important point as we observe the result of this study is that in the investigation of baseline is that to language-intercede with the type of augmentative and alternative communication than writing cards shows the more effective result and to language-intercede with the Cheap Talk accompanied by a phonetic output than the pictorial symbol plates id the more effective on the children``s with severe handicaps linguistic acquisition, so with reference to these results, to give education for the severe handicapped by means of engineering data can improve pupil``s ability of linguistic acquisition.

보완, 대체의사소통, 언어, 중도장애아, augmentative and alternative communication, language, children with severe handicaps

최성규 Sung Kyu Choi , 오원석 Won Seok Oh , 이한선 Han Sun Lee , 배형일 Hyung Il Bae

DOI:10.19049/JSPED.8.4.09 Vol.8(No.4) 217-240, 2007

This study is to develop a tool for analyzing the attitude of teachers on inclusive education and to investigate the possibility of applying the tool. The subjects of this study were 154 teachers in five elementary schools. From the results of the validity of the items and the reliability test, a testing tool including five factors was developed. According to the analysis on the inclusive attitude of teachers and sub-factors for which the developed tool in this study was used, the teachers who worked for schools in areas of high socioeconomic status showed more negative attitude. There was a difference on the socioemotional effect of inclusive education according to variables such as school environments and years of teaching experience. As for the perception on disabled children, male teachers, teachers working in schools with poor environments, and those with lower years of teaching experience were more positive. The factor of confidence on teaching, male teachers and teachers working in schools with poor environments showed more confident. For the establishment of a model of the relation among variables relevant to the inclusive attitude of teachers, school environment, gender, years of teaching, years of taking charge of a class, the existence of a disabled relative as the environmental variables of teacher were shown to be variables affecting the inclusive attitude, while the perception on disabled children and confidence on teaching inclusive class were presented as variables affecting positively the inclusive attitude.

통합교육, 통합태도, inclusive education, teachers` attitudes

이숙정 Suk Jeong Rhie

DOI:10.19049/JSPED.8.4.10 Vol.8(No.4) 241-262, 2007

The phenomena of communication and relations of the students with severe and multiple disabilities in their educational environment can be characterized as defect relationship, mainly due to the misunderstanding or neglecting of the first care-givers/teachers on their communicative requiring and purposing. Regarding these aspects, debates and arguments on learning and teaching to these children should be started with a fundamental question such as how they communicate or construct their own world, followed by the philosophical and anthropological reflecting on the existence of human-beings. In this paper, the elements and principles of theory "elementary relation" ("Elementare Beziehung) of B. Fornefeld, a Professor at the University of Cologne in Germany, as an instructional concept for students with severe and multiple disabilities, were presented. Some of those principles are based on the philosophy of communication Bodenheimers, Body-Phenomenology of Maurice Merleau-Ponty and developmental theories like the attachment theory J. Bowlbys. In addition, a sample of effective instruction according this elementary relation-concept was introduced and analyzed and finally some issues of this relationship-oriented approach to these children were discussed.

중도중복 장애, 수업이론, 기초적 관계, Fornefeld, severe and multiple disabilities, instructional concept, Elementare Beziehung, elementary relation, Fornefeld

이형열 Hyung Yeol Lee

DOI:10.19049/JSPED.8.4.11 Vol.8(No.4) 263-291, 2007

The purpose of this study was to examine how variables of population and society, related disabilities, related job training, related job satisfaction effect on duration of job retention. For this, the raw data of Korea Employment Promotion Agency for the Disabledin 2005 was used and 56,566 data directly related this study was analysed. Frequency, percentage, Pearson correlation and Multiple Regression Analysis was used for this research questions. Whether it was multicollinearity or not was analysed by method of VIF(Varance Infaltion Factor) and Tolerance. This results of study showed that variables of population and society, related disabilities, related job training, and related job satisfaction effect on duration of job retention effect on duration of job retention. Also these variables have an effect each others on the evidence. This results have a difference with the job category of assembly.equipment.mechanical production. Especially, the difference results of this study on the other results was follows. First, the higher academic backgrounds showed the longer duration of job retention. Second, the long job retention duration revealed on the female disabilities worked in professional, the group of visual.hearing.language and the inner part.the other disorders. According to the results of this study, many kinds of variables related population and society, related disabilities, related job training, related job satisfaction effect on the duration of job retention according to occupational categories of employee with disabilities. It suggested that the development of a policy and service for people with disabilities was specialized by occupational categories.

취업직종, 장애인, 근로자, 직업유지기간, 직업재활, an occupational category of employment, people with disabilities, employee, the duration of job retention, vocational rehabilitation

김남진 Nam Jin Kim , 도성화 Sung Wha Do

DOI:10.19049/JSPED.8.4.12 Vol.8(No.4) 293-312, 2007

The purpose of this study is to examine the effects of styles of presentations on mental retardation special education school classroom multimedia learning environment. For experiment, 22 subjects who are highschool students in Daegu local mental retardation special school were selected and classified with three groups. This experiment was processed four weeks, one time per one week, 30 minutes for class after hour in september 2007 by a science teacher. Results of study were as follows; First, when verbal and visual information were sequentially presented, mentally retarded students group``s academic achievements were higher than simultaneously presented group. So temporal contiguity principle will not apply to materials for mentally retarded students`` academic achievement. Second, when verbal and visual information were presented, mentally retarded students group``s academic achievements were higher than visual and auditory information were presented group. The result from this experiment indicate that modality principle will not apply to materials for mentally retarded students`` academic achievement.

멀티미디어 학습자료, 시간적 접근의 원칙, 형식의 원칙, multimedia learning material, temporal contiguity principle, modality principle

박승환 Seung Hwan Park , 장영건 Young Gun Jang

DOI:10.19049/JSPED.8.4.13 Vol.8(No.4) 313-336, 2007

Recently many researchers suggested that a main reason of dyslexia is visual magnocellular system disorder in the brain. But in Korea, any clinical test is not recommended to identify visual processing deficit as leaning disorder assessment measure. In this study, I developed a clinical test tool and procedures to identify visual processing deficit as learning disorder assessment measure applying Wilkins reading rate test with necessary modification. The test was applied to 7 primary school pupils with dyslexic learning disorder and 1 normal pupil who were selected by using a self test questionnaire. The results of the test show that reading speed of 3 dyslexic participants using a chosen colored overlay is improved significantly compared with the case without it, the numbers of false reading word and skip reading word are reduced significantly and reading continuation time of a normal pupil is extended very significantly. I think WRRT is necessary to piece out reading continuation time to get more reliability of the test. We found the pupils having visual information processing deficit among pupils with learning disorder they were identified by assessments considering no visual factor and could not make certain they have both of visual and phonological deficit. The developed tool may be used as a supplementary leaning disorder assessment tool.

학습장애, 난독증, 시각적 정보처리 결함, 색 오버레이, 시험도구, 보조도구, Learning disorder, Dyslexia, Visual information processing deficit, Colored overlay, Testtool, Assistive tool

정동영 Dong Young Chung

DOI:10.19049/JSPED.8.4.14 Vol.8(No.4) 337-363, 2007

The purpose of this study is to inquire out how the concept of the least restrictive environment is evolved and what the evolution implies on determination for placement of students with disabilities throughout debates. To achieve this purpose, this study take reviewing the evolved contents through academic and judical debates about the least restrictive environment and inquiring its implication as its consideration. The results from this study appeared as follows; First, the concept of the least restrictive environment evolved from the concept which was emphasizing physical access to the concept which is emphasizing transformation of the social relationship and social-cultural context according to academic debates. Second, the concept of the least restrictive environment evolved from the concept which was emphasizing educational benefits of students with disabilities only to the concept which is emphasizing educational benefits of both students with and without disabilities according to judical debates. As stated above, the concept of the least restrictive environment reflect not only physical environment but also social relation and social-cultural context through debates. Therefore, the current concept of the least restrictive environment requires that the placement of students with disabilities should consider their peers`` educational benefits as well as their educational benefits and social relationship and social-cultural context should be transformed.

최소 제한적 환경, 장애학생 배치, 특수교육, 통합교육, Least Restrictive Environment, Placement of Students with Disabilities, Special Education, Inclusive Education

최성욱 Seong Ook Choi , 김민정 Min Jung Kim

DOI:10.19049/JSPED.8.4.15 Vol.8(No.4) 365-387, 2007

The purpose of this study was to synthesize research trends on the cognitive-behavioral intervention strategies in education for developmental disorders. For this, 22 studies that were published with important journal articles or studies in special education and related areas from 1996 to 2006 in Korea were reviewed. A total of 22 articles or studies were analyzed in term of research topics, subjects, intervention strategies, results and effects. The major findings of this study were as follows: First, the research topic areas most referred were behaviors, learning and strategies. Second, the research subjects and participants most referred were infants and preschoolers were less included than school-aged students. Third, the most used intervention strategies was cognitive-restructuring(CR) than anything else(CS, PS). Future study trends would be discussed about that based on the result, descriptive research analysis about the cognitive-behavioral intervention strategies in education for developmental disorders.

인지-행동 중재전략, 발달장애, cognitive-behavioral intervention strategies, developmental disorders

최정미 Jeong Mee Choi , 강병주 Byeong Joo Kang , 김성화 Seong Hwa Kim , 변찬석 Chan Suk Byun

DOI:10.19049/JSPED.8.4.16 Vol.8(No.4) 389-407, 2007

The effects of the PASS Reading Enhancement Program(PREP) have been determined. Related studies have been peformed, however, modification of PREP was necessary because the characteristics of Korean language and reading curriculum weren``t considered. After modifying current PREP``s task of Bridge, we divided 20 children at risk for developing reading disabilities into an experimental group and a control group. This was to verify that modified PREP is more effective than PREP by comparing the effects. As a result of the experiment, modification of PASS reading enhancement program was much more effective than the PASS reading enhancement program regarding improvement of reading ability dealing with words that make sense 3,4th pattern, nonsense words, all patterns, and sentence comprehension.

교량적 과제가 수정 된 PREP, 읽기 기능, 입문기 읽기장애 위험 유아, PASS reading enhancement program, modification of reading ability, at risk of beginning children with reading disabilities

강민채 Min Chae Kang , 곽승철 Seung Chul Kwak

DOI:10.19049/JSPED.8.4.17 Vol.8(No.4) 409-425, 2007

The purpose of this research was to experimental Case Studies in related to social skills in children with autistic disorder. For this, 40 single-subject design research articles that were published from 1997 to 2006. The effectiveness of practices was examined according to the criterion of the American Psychology Association. Methodology characteristics were analysed according to subjects, settings, and research design. The quality features of study that were assessed included fidelity of intervention, maintenance and generalization of effects, social validity, and others. The results of this study were as follows: first, practices with well-established evidence of effectiveness were multiple settings and activeness, cognitive strategies, peer-mediated interventions, functional curriculum, augmentative and alternative communication, visual support, functional assessment and positive behavior support, family involvement; Second, the major subjects were boys; the major research settings were treatment institute, and the research studies primarily employed multiple baseline experimental design; Third, the analysis of quality features found insufficient fidelity of interventions procedures and evidence of generalization effect and social validity, and relative, and relative sufficiency with regard to the evidence of effectiveness and maintenance.

자폐, 사회성 기술, autistic, social skills, review

이근민 Kun Min Rhee

DOI:10.19049/JSPED.8.4.18 Vol.8(No.4) 427-459, 2007

The purpose of this research was to collect basic information about how people with disabilities recognize, utilize, needs for new devices, willing to apply and develop strategies for information and communication assistive devices according to functional categories. Registered homebound disabled persons aged 7 years or order and registered as 1st through 6 degrees of disability were the participants of the study. As a result of this study, the more people recognize and experience information and communication assistive devices, it is likely that they show higher demands. As a result of stepwise approximation method to calculate the number for the recipients, overall there were 365,244 demands which is equivalent to 27.4% of the target population(1,333,099 people). Specially, among the recipients of the devices, if we were to define priority-recipients as someone who must have assistive devices when using computer, there are 136,637 demands which is equivalent to 10.2% of the target population.

정보통신 보조기기, Information and communication assistive devices

김자경 Ja Kyoung Kim , 강혜진 Hye Jin Kang , 김주영 Ju Young Kim

DOI:10.19049/JSPED.8.4.19 Vol.8(No.4) 461-476, 2007

The purpose of this study is to analyze the anxiety, depression, and school adaptability of university students with disabilities according to background variables, and to examine the relationship among anxiety, depression, and school adaptability. The results from this study are as follow: First, regarding the anxiety level, there are significant differences among university students with disabilities according to genders, grades, and disability levels. Second, regarding the depression level, there are significant differences among university students with disabilities according to grades, disability types, and disability levels.Third, regarding the school adaptability level, there are significant differences among university students with disabilities according to ages, grades, and disability levels. Forth, there is a correlation between anxiety and depression. And there are negative correlations between anxiety and school adaptability, between depression and school adaptability

장애대학생, 불안, 우울, 대학생활적응, anxiety, depression, school adaptability, university students with disabilities

권현수 Hyun Soo Kwon

DOI:10.19049/JSPED.8.4.20 Vol.8(No.4) 477-497, 2007

The purpose of this study was to understand the general education teachers`` perceptions about inservice training programs for special education. The 294 general education teachers from kindergarten to highschool responded the survey about perceptions about special education inservice training programs and preference about special education courses. The results revealed that because of lack of opportunities, most of the teachers did not take the inservice training courses about special education however, they were eager to take the programs for their professional development. Therefore, it would be necessary to provide the special education inservice training programs for general education teachers to support the successful inclusive education. The respondents also reported that the most favorable special education courses were psychology and counseling, teaching strategies, and assessments. They mentioned that they liked to learn about practical skills to use in their inclusive classrooms but did not want to take foundational knowledge courses such as teaching philosophy, history of special education, or understanding children with special needs. As a conclusion, several guidelines were suggested for teacher inservice training programs. First, it is necessary to expand and improve the inservice training opportunities for general education teachers. Inservice programs for beginning teachers, middle school teachers, high school teachers, as well as inclusion teachers are recommended. Second, the practical courses for inclusion such as behavior management, communication skills, and adapting the curriculum should be provided as collaborative ways so that general education teachers and children with disabilities get benefit in inclusive educational environment.

교사 연수, 통합교육, 특수교육, 현직교육, inclusion, inservice program, special education, teacher training

김일명 Il Myeong Kim , 조홍중 Hong Joong Cho

DOI:10.19049/JSPED.8.4.21 Vol.8(No.4) 499-518, 2007

Physical disabilities mean mobility disabilities. Mobility disabled people refer to ones who cannot move safely and efficiently without stress. In this sense, physically disabled students are mobility disabled people who need many helps during their school life. The purpose of this study is to examine the ability and roles of special education assistants perceived by physically disabled students under the situation of service expansion in the special education and welfare fields for disabled people including assistants for special education or disabled people``s activity. 166 physically disabled students residing in the Jeonnam area participated in this study that explored the ability and role of special education assistants. The following results are obtained. First, the perception by physically disabled students on the role of special education assistants was analyzed. The most important role perceived by students was「assistance in life guidance」(57.2%), followed by「assistance in school lessons」(56.6%), and「assistance in business management」(50.0%). For sex difference, female students perceived these three subareas more importantly than male students. Second, the perception by physically disabled students on the ability of special education assistants was analyzed. The most important ability perceived by students was「knowledge on special education」(59.0%), followed by 「knowledge on therapy education」(55.4%), and「knowledge on general education」(52.4%). For sex difference, female students perceived these three subareas more importantly than male students. Finally, the perception by physically disabled students on the hindrance factors of special education assistants`` ability was analyzed. The most important hindrance factor perceived by students was 「student」(52.4%), followed by「teacher」(50.6%), and「system」(50.0%). For sex difference, female students perceived these three subareas more importantly than male students.

지체부자유 학생, 특수교육 보조원, 능력, 역할, 저해요인, Physically Disabled Students, Speical Education Assistance, Ability, Role, Hindrance Factors

김정은 Jung Eun Kim , 강영심 Young Sim Kang , 김재은 Jae Eun Kim

DOI:10.19049/JSPED.8.4.22 Vol.8(No.4) 519-538, 2007

The purse of this study was to activate educational connection between preschool and elementary school by examining the perceptions of preschool and elementary school teachers. The participants in this study were 147 preschool and elementary school teachers. The 19-item questionnaire, included three areas: general condition, necessity and obstacle cause-reformation plan. The collected data were analysed by t-test and ｘ2 analysis. The finding of this study were as below: Firstly, concerning general condition of educational connection, elementary school teachers were significantly higher than preschool teachers. Secondly, preschool teachers perceived necessity of a linked education between kindergarten and elementary school higher than elementary school teachers. Third, there are significant differences between preschool and elementary school teachers on obstacle cause and recommendation about transition program from preschool to elementary school for young children with disabilities.

장애아동, 장애아동의 유치원과 초등학교 연계교육, children with disabilities, transition program, transition program from preschool to elementary

강은희 Eun Hee Kang , 박선희 Sun Hee Park

DOI:10.19049/JSPED.8.4.23 Vol.8(No.4) 539-553, 2007

The aim of this study is to apply the structured pragmatics communication approach to the nonverbal autistic children and to see the changes of the children``s communicative forms. The subjects were 3 children with autism, aged 4 to 6, their language ability barely reached that of 24 month old children. This study got the following results after applying the structured pragmatics communication approach. First, at the baseline, children``s communicative forms were delayed and deviated because of aberrant communicative behaviors. After the approach, children``s aberrant communicative behaviors decreased. Second, children``s communicative forms, at the baseline, were lack of colloquial languages. After the approach, children``s colloquial languages increased. Therefore, it can be said that acquiring appropriate communicative behaviors by the approach results in changes of not only targeted behaviors but also general communicative forms. With these results in mind, it can be said that the structured pragmatics communication approach helped the nonverbal autistic children change. Therefore, it can be summarized that the structured pragmatics communication approach is useful for the positive changes of autistic children``s communicative forms.

화용적 의사소통, 무발화 자폐성 아동, 부적절한 의사소통 행동, 구어, pragmatics, nonverbal autistic children, aberrant communication behaviors, speech

이근용 Gun Yong Rhee

DOI:10.19049/JSPED.8.4.24 Vol.8(No.4) 555-579, 2007

The purpose of this study is find out level of recognition of disabilities-related staff on nonviolent crisis intervention training. The subject of this study employed staffs who occupied in special schools, rehabilitation center and social welfare center for individuals for disabilities. The 180 of questionnaire were posted to them. The process of data adapted to Chi test using Likert 5 scales. The conclusion drawn from the results and discussion was as follows; The findings showed that there were no curriculum for nonviolent crisis intervention training in their course work but a little them. They have needs to set up curriculum for nonviolent crisis intervention training. Now, they have not any received training for it. Also, they would like to take nonviolent crisis intervention training through study and training and seminar. To realize nonviolent crisis intervention training based on positive recognition, it should need to specific approach extending sampling.

비폭력 위기중재, 문제행동, 재활, 장애, nonviolent crisis intervention, problem behavior, rehabilitation, disabilities

정현화 Hyeon Hwa Jeong , 정은희 Eun Hee Jeong

DOI:10.19049/JSPED.8.4.25 Vol.8(No.4) 581-614, 2007

The purpose of this study was to provide basic information for the development of inclusive education, investigate the current status of inclusive education and needs of supports for young children with disabilities in public and private kindergartens in Jeonnam Province, Korea. In particular, the current levels of include education, the teachers`` support needs, and the difference of request among education organizations were investigated. For this study, I performed a survey by mailing out questionnaires aimed at teachers who inclusive education in 75 kindergarten. The data was analyzed using mean and percentage, average, and standard deviation. ANOVA was also conducted in order to compare among organizations. The conclusions based on the results of this study are as follows. First of all, it is necessary of teachers to supply training opportunities to improve their ability to instruct young children with disabilities. The general teacher are mostly in charge of inclusive education. but are in short experiences about children with disabilities. also, private kindergartens are similar situation. it is necessary to try to be fair in case of private kindergartens. In the second, it should be concentrated on developing inclusive education courses and distributing inclusive education materials to public and private kindergartens in fair. It has been improved free education rate of children with disabilities. but young children with disabilities in inclusive education are mostly educated by using general education courses and materials. it is urgent items. Thirdly, it should be established facilities and equipments for children with disabilities in fair between private and public organizations. also it should be yearly planned according to the number, character, and urgency of children regardless of public or private organizations. Finally, the teachers were found to have administrative and financial support needs such as assistant teachers, consultations from special classroom teachers, governmental guidelines form curriculum management, improved child-to-teacher ratios, expert help from psychological, speech, and physical therapists, and support centers with inclusive education teachers.

통합교육, 장애유아, inclusive education, young children with disabilities

정해진 Hae Jin Chung

DOI:10.19049/JSPED.8.4.26 Vol.8(No.4) 615-631, 2007

The purpose of this study was to critically examine the use of computers as cognitive tools for teaching and learning of social studies for students with mild disabilities. The use of computers as cognitive tools shown in the research literaturecan be categorized in the following four ways: (1) multimedia authoring programs and presentation programs were used to enable students to create multimedia projects; (2) graphic organizer was used to support organize and visualize text materials and students thinking; (3) electronic texts were used to increase student access and understanding; and (4) web-based environment was used as information archives. According to the review of the literature, the use of computers as cognitive tools generates various positive effects, including increasing the motivation of students and teachers, increasing students`` understanding of content knowledge, raising self-efficacy, and creating an opportunity to collaboratively work on inquiry project. However, it is pessimistic whether computer was used as cognitive tools for developing higher-order thinking skills of students with disabilities, or as an aid of teacher or assistive technology to circumvent students`` disabilities. Discussions of the need for the design of technology supported, learner centered learning environment and innovative professional development are provided.

경도장애, 교수학습, 컴퓨터, 인지적 도구, 사회, mild disabilities, teaching and learning, computer, cognitive tool, social studies

최성규 Sung Kyu Choi

DOI:10.19049/JSPED.8.4.27 Vol.8(No.4) 633-653, 2007

Vygotsky who is a Russian educator for special education emphasized that sign language is the most important tool to teach for the deaf in the study on language and thought. At internet site http://www.amazon.com, the seventeen books which were searched with the key word, Vygotsky, were major references for this study. The purpose of this study was to describe Vygotsky``s view on bicultural and bilingual approach which is a radical language teaching method to teach language for the deaf, theory and assumption, and teaching methodology with 2Bi approach. This study suggested that Vygotsky``s contribution and view are very similar with today``s 2Bi approach.

청각장애아, 이중문화, 이중언어, 비고츠키, Vygotsky, Bicultural, Bilingual, Hearing Impaired

김고운 Go Woon Kim , 안성우 Seoung Woo Ahn , 서유경 Yoo Kyung Seo

DOI:10.19049/JSPED.8.4.28 Vol.8(No.4) 655-677, 2007

The present article looked into the construction ability of the narrative between children with language learning disability and with normal language capacity, through story generation and studied the children``s ability to sustain the story length and their correct use of story grammar. The total participants were 3rd grade twelve children with language learning disability, and twelve children with same language level and twelve children same at chronological level. The result showed that the story composition ability of the children with language learning disability was worse than the children with normal language capacity matched chronological age between the two, but there was no different story composition ability between the children with language learning disability and the children with same language level. So the story composition ability of the children with language learning disability is not from the language disability, it is from retardation of language ability development. Researcher also looked into the distinctions of composition ability with several tasks(a picture book without script, one side picture, personal story). The result of this study was showed that the story composition ability of the children with language learning disability was lowed on all of the tasks. So this is represented the information about scaffolding and a standard of choice teaching aids to improve the story composition ability of them.

이야기 구성능력, 언어학습장애, 이야기 만들기, story composing ability, language learning disability, C-unit

김용욱 Yoong Wook Kim , 박성우 Sung Woo Park , 최기상 Gi Sang Choi

DOI:10.19049/JSPED.8.4.29 Vol.8(No.4) 679-697, 2007

The purposes of this study are to : 1) explore the relationship of placement type to self-determination of students with mild mental retardation. 2) explore the relationship of placement type to quality of life of students with mild mental retardation. 3) explore the relationship between self-determination and quality of lifeof students with mild mental retardation. The results of this study were as follows : Firstly, students with mild mental retardation on placement in inclusive class demonstrated higher self-determination than the other two groups. Secondly, students with mild mental retardation on placement in inclusive class demonstrated higher quality of life than the other two groups. Thirdly, self-determination showed positive correlation to quality of life. That is, self-determined students with mild mental retardation presented a better quality of life.

배치형태, 자기결정력, 삶의 질, self-determination, placement type, quality of life

이해균 Hae Gyun Lee , 김성애 Sung Aa Kim , 김정현 Jung Hyun Kim

DOI:10.19049/JSPED.8.4.30 Vol.8(No.4) 699-720, 2007

The study examined actual conditions of libraries’ operation for blind people and proposed its improvement plans as a part of ‘A study on improvement plans of reading environment for the disabled’. The study made up questions with 29 librariesfor the blind and 126 blind people. On the basis of the results of the study, the study proposed the following conclusion. First, in actual conditions of libraries’ operation for the blind, blind people’s users of libraries are limited and the monthly average number of users of mostlibraries concerned are about 10 persons and the number of cubicle is also very a few. Braille libraries have better-installed facilities for the disabled than generallibraries mainly. A lot of Braille libraries use the Braille printer to manufacture documents in their possession. Second, to improve reading environment for the blind, the following things were proposed: Secure accessibility through data service in various forms, develop andsupply various technical aids, service various books, form network to share data, offer facing reading service, manufacture rapid data of new books, offer visiting service, expand facilities of libraries concerned and secure accessibility, support culture and leisure activities through various programs, offer custom service suitable to each degree and type of blindness, offer Braille education in various ways, install specialized libraries, revise the Copyright Act, offer utility education of materials concerned and computer, arrange persons with qualification concerned, etc.

장애인, 도서관, 독서환경, The disabled, reading environment, library