고정선 Jung Sun Ko

DOI:10.19049/JSPED.9.1.01 Vol.9(No.1) 1-17, 2008

The purpose of this study is to investigate the relationships between parenting-burden, depression and self-esteem of mothers with disabled children. The objects of this study were 173 mothers of children with disabilities residing in rehabilitation center, rehabilitation hospital, and clinic center, which statistical analysis revealed. The major results of this study are as follows: The mothers of disabled children showed above average parenting-burden than mothers of non-disabled children and their most stressful point was their worries about their children``s future. Two-thirds (61.8%) of the mothers in this study was in depression and 40% of them were diagnosed as depression. The depression of the mothers increases if their children have severe disabilities. The depression of the mothers of the children with disabilities revealed positive correlations in all areas such as physical, psychological, societal and economical burden. The mothers’ self-esteem has negative correlations to the parenting-burden in areas such as physical, psychological, societal and economical burden. Finally, the depression has significant effect on parenting-burden and psychological burdens and affect their self-esteem.

발달장애, 양육 부담감, 우울, 자아존중감, Developmental Disabilities, parenting-burden, depression, self-esteem

고영옥 Young Ok Ko , 권도하 Do Ha Kwon

DOI:10.19049/JSPED.9.1.02 Vol.9(No.1) 19-43, 2008

This is a study of the effects of Gestalt Therapy on the adult stutterer``s behaviors and awareness. The Gestalt Therapy is made up of a program understand phase, an awareness phase, a change phase and, finally, an arrangement and termination phase. The subjects of this research were 4 stutterers who developed a stuttering behavior without any apparent neurological damage or other speech or developmental impediments. To access their stuttering behaviors and awareness characteristics, I used methods for observing levels of behavioral awareness in each phase. I compared the frequency and duration of stuttering in the pre, interim and post assessments. To observe any improvement in stuttering awareness, I examined self-efficacy, as well as communication attitudes in the pre and post assessments and then compared the results. The results of the study are as follows: First, in regard to stuttering behavior, stuttering frequency decreased in the interim assessments, showing that the learning of fluent speech was acquired early in the therapy process. Looking at the changes in stuttering frequency, most of the subjects of the Gestalt Therapy decreased their stuttering frequency. On the other hand, the duration time showed change in both the pre and post assessment, most likely due to the fact that the subjects acquired the ability to maintain fluency in speech by adjusting their speech rate in the early therapy process. Second, in regard to stuttering awareness, the self-efficacy of all subjects increased after Gestalt Therapy. They also showed a higher degree of confidence in initiating communication, as well as confidence in their fluency, which suggests a more positive attitude toward communication in general. With mediation, their attitudes in communication situations became more positive and interactive. This shows that they came to trust the competency of the present self and recognize the present self positively after the Gestalt Therapy. In conclusion, the results of the study show that Gestalt Therapy improved the adult stutterer``s behavior and that their awareness of stuttering changed various characteristics in affirmative ways.

게슈탈트치료, 말더듬 행동 및 자각, 말더듬 빈도, 자아효능감, 의사소통 태도, Gestalt Therapy, stuttering behaviors and awareness, stuttering frequency, self-efficacy, communication attitudes

장영건 Young Gun Jang

DOI:10.19049/JSPED.9.1.03 Vol.9(No.1) 45-64, 2008

There is no perfect technology to correct all graphic contents for CVD in the sense of pass rate and preference of correction. In this study, we developed a customized assistive technology to correct a graphic digital content adapted to various color perception characteristics of CVD by himself. An ICC profile was generated with 2 correction rules for a green color range and a red color range, I tested the performance of the developed technology to apply 10 Ishihara plates and 10 general color photos to the participants, 5 protanomalies and 15 deuteranomalies. The test results show that the pass rate of Ishihara test was 99.5%, average preference score for 10 general photos was 2.69 with 5 maximum and 10.5% of participants replied very unnatural. The more correct sample Ishihara plate, the less they satisfied for 10 general photos. To rise the preference score, we may need adaptive correction technology to identify whether the contents can produce color confusions or not and correct differently according to it.

색각이상, 디지털 콘텐츠, 맞춤형 보조기술, ICC 프로파일, 만족도, 적응, Color vision deficiency, Digital contents, Customized assistive technology, ICC profile, Preference, Adaptive

백은희 Eunhee Paik , 김은영 Eun Young Kim

DOI:10.19049/JSPED.9.1.04 Vol.9(No.1) 65-82, 2008

This study aimed to investigate the effect of Web-Based Adaptive Living Skills Curriculum-Community Living Skills (ALSC-CLS) in students with severe mental retardation. 61 students in areas of Seoul, Kyongki, and Chungnam participanted in this study: 30 students in the experimental group were taught curriculums in ALSC-CLS, whereas 31 students in the control group were taught the government-recommended usual curriculum for 12 weeks. The effect of ALSC-CLS was measured by K-SIB-R (Korean Scale of Independence Behavior-Revised). K-SIB-R score was taken two times: before and after the application of ALSC-CLS. ANCOVA analysis revealed that the effect of ALSC-CLS was highlighted in the four sub scales of K-SIB-R such as social interaction, comprehension, personal self-care, home-community orientation. However, there were no gender differences across all the four sub-scales whereas there were developmental differences in both subscales of comprehension and home-community orientation.

웹기반 전문가 시스템, 지역사회중심 교육과정, 정신지체, 적응행동, Web-based Expert System, Community-oriented curriculum, Mental Retardation

송수지 Sujie Song , 김정민 Jung Min Kim

DOI:10.19049/JSPED.9.1.05 Vol.9(No.1) 83-99, 2008

The purpose of this study is to discover university students`` acceptive attitude toward the disabled and to analyze the factors which affect this attitude. The factors are divided into the environmental ones and innate ones. And final aim is to provide basic data for educational intervention which contain understanding disabilities and supporting. The results are as follows; First, the gender and religion which is individual innate characteristics did not have a statistically significant effect on the acceptive attitude toward the disabled of the university students. Second, the special education course, experiences of integrated education at the university, the disabled relative, circle activities about disability had a significant effect on the acceptive attitude toward the disabled of the university students. Third, of the environmental factors, following is the sequential order that influences the students; 1. weather or not students have the disabled relative, 2. weather they have experiences of integrated education at the university, 3. weather they have circle activities about disability, 4. weather they have special education course.

장애인 수용 태도, 성별, 종교, 특수교과목 이수, 통합교육, 장애인 친인척, 장애인 관련 봉사활동, acceptive attitude toward the disabled, gender, religion, special education course, experiences of integrated education, the disabled relative, circle activities about disability

오원석 Won Seok Oh , 최성규 Sung Kyu Choi , 송혜경 Hyea Gyeong Song , 신지현 Ji Hyeon Shin

DOI:10.19049/JSPED.9.1.06 Vol.9(No.1) 101-125, 2008

This study examined university students`` attitudes towards people with intellectual disabilities. The subjects of the study included a total of 253 university students. The study aimed at identifying the explanatory variables of social integration, social distance, private rights, and subtle derogatory beliefs of intellectually disabled people and developing a relational model of variables related to their social integration. The study generated the following results. First, the validity and reliability of the study instrument was proved. Second, female students showed more positive attitudes towards people with intellectual disabilities than their male counterparts. In addition, first year students and students majoring in special education related subjects displayed more positive attitudes than senior students and students whose majors were not related to special education. University students`` attitudes towards the social integration of intellectually disabled people can be explained by what school year they are in, their meetings with the disabled, and degree of their participation in voluntary activities. The social distance of intellectually disabled people can be explained by what school year students belong in, their gender, majors, meetings with disabled people, and their activity experiences. In addition, intellectually disabled people``s private rights can be explained by students`` gender, meetings with the disabled, and their voluntary activities. Furthermore, subtle derogatory beliefs towards intellectually disabled people can be explained by what school year students are in, their gender, meetings with the disabled, and voluntary activities. Third among personal variables, the degrees of students`` indirect experiences and voluntary activities was found to be the best predictors of the relational model of variables related to university students`` attitudes towards the social integration of intellectually disabled people. The relation also displayed significant changes with regard to the social distance of intellectually disabled people and subtle derogatory beliefs about them. The entire amount of explanation was R2=.574.

지적 장애인, 사회적 통합, 대학생의 태도, Intellectual disabilities, attitudes, social integration

이기현 Gi Hyoun Lee

DOI:10.19049/JSPED.9.1.07 Vol.9(No.1) 127-148, 2008

This study is intended to analyze the background variable factors which affect teachers`` attitudes toward mainstreaming, and the variable factors which relate types of developmental delay with teachers`` attitudes toward mainstreaming. The subjects of the study are three hundred twenty seven teachers who work for mainstreaming kindergartens located in the area of Daegu City and Gyeongbuk Province. The results of the study are as follows. First, such variable factors as age, education and career are found to affect the teachers`` attitudes toward mainstreaming in a significant way, but such factors as taking a course in subjects related to developmental delay or not, training in fields connected with developmental delay or not, and being in charge of inclusion or not, are found to insignificantly affect teachers`` attitudes toward mainstreaming. Second, it is found that the factor of learning expectation shows significant relationship between types of developmental delay and teachers`` attitudes toward mainstreaming.

발달지체, 통합교육, 통합태도, 발달지체유형, Children with Developmental Delay, Inclusion, Attitudes toward Mainstreaming, Types of developmental delay

강종구 Jong Gu Kang , 김정현 Jung Hyun Kim

DOI:10.19049/JSPED.9.1.08 Vol.9(No.1) 149-167, 2008

South Korea’s special education has radically developed in its quantitativeand qualitative aspects. However, South Korea seems not to pay a lot of attention to theoretical development of special education. This study aimed to understand students with disabilities through the lens of critical theory, one of theoretical approaches. We discussed how to overcome the unequal power relationship between non-disabled people and people with disabilities from the lens of critical theory, and tried to help understand South Korean students with disabilities from the unbalanced power relationship.

비판이론, 장애학생, 불평등한 권력관계, Critical Theory, Students with Disabilities, Unequal Power Relationship

이원령 Won Ryeong Lee , 이순복 Soon Bok Lee

DOI:10.19049/JSPED.9.1.09 Vol.9(No.1) 169-189, 2008

The purpose of this study was to investigate the self-concept, social competence and school life satisfaction of gifted elementary children classified into two grade levels, low and high grade, and the influence of self-concept and social competence on school life satisfaction. 12 children of low grade and 13 of high grade who were tested on K-WISC-III and Torrance Test of Creative Thinking(TTCT) participated in this study. The average of IQ of the low grade was 128 and that of high grade was 126. The conclusion from this study was as follows : First, there were no significant differences on self-concept, social competence and school life satisfaction between the low grade and high grade children. But the score of self-concept and school life satisfaction of the high grade children was higher than the low grade. Second, the factors such as adaptation with person, sociality, general self-concept, general subject and popularity had an effect on school life satisfaction.

영재아동, 자아개념, 사회적 능력, 학교생활만족도, Gifted Children, Self-Concept, Social Competence, School Life Satisfaction

윤보연 Bo Yeon Yun , 이병희 Byoung Hee Lee

DOI:10.19049/JSPED.9.1.10 Vol.9(No.1) 191-207, 2008

The purpose of this study was to evaluate and compare the effectiveness of Conductive Education for Gross Motor, Functional ADL in Children with Severe Cerebral Palsy. Subjects of the study were chosen based on predetermined selection criteria among the cerebral palsy children who were treated at S rehabilitation school in Kyunggi-do. fourteen children with cerebral palsy were included. This group had a structured training program by a physical therapists for 40 minutes, two times a week for twelve-week period. Measurements of GMFM and WeeFIM were evaluated at initial presentation(pretest) and after completion of the training program(posttest). Wilcoxon Matched-Pairs Signed-Ranks test was utilized to detect the mean difference between the groups. The results of this study were presented as follows: Firstly, the result of GMFM showed that gross motor development was significantly increased after the completion of Conductive Education programs(p<.001), especially the improvement in sub items as Lying & Rolling, Sitting, Crawling & kneeling of GMFM was meaningfully higher than that in other sub items as Standing, Walking, Running & Jumping. Secondly, functional ADL based functional training approach was significantly increased after intervention. The meaningfully improvement in Self Care, Sphincter Control, Locomotion, and Social Cognition. In conclusion, according to these findings, it was concluded that Conductive Education was effective on motor development as Gross Motor function and functional ADL in Children with Severe Cerebral Palsy. And this study suggests that further studies employed by longer and deeper experiments are strongly recommended.

뇌성마비아동, 운동발달, 기능적 일상생활동작, Conductive Education, Cerebral Palsy, Gross Motor, Functional A이

김정연 Jeongyoun Kim

DOI:10.19049/JSPED.9.1.11 Vol.9(No.1) 209-231, 2008

This study was conducted to evaluate the effectiveness of the Parental Education Program for mothers in mother-child communicative interaction. The Parental Education Programs offer mothers of children who have communication disorders and Cerebral Palsy. 8 mothers of children with Cerebral Palsy participated in this study. Also 8 mothers of children with Cerebral Palsy participated in the focus group to share their experiences regarding their participation to the program. Three themes emerged from qualitative analysis: (1) the impact of child``s communication difficulties on parents, (2) The effects of a parent education program for mothers of children with cerebral palsy, (3) the support needed for implementation of parent education program. This study, emphasizing the importance of parents education program and the support plan for the family by parents education service, suggested the points to be considered afterwards in providing the assistance services to the family of a child with communicative disabilities through a parents education program within the nation. And it also presented the contents of parents education programs and methods in order to apply the knowledge related to communication to the parents, and noted the importance of the role of Parent as a promoter for the communicative abilities of a child.

뇌성마비, 의사소통, 부모교육 프로그램, 질적 연구, 보완대체의사소통, AAC, cerebral palsy, communication, parent program, qualitative inquiry

정운기 Woon Kee Jung

DOI:10.19049/JSPED.9.1.12 Vol.9(No.1) 233-250, 2008

The purpose of this study were to explore attitude/motivation on Deaf and hard of hearing student``s bilingual learning. The subject of the study were 73 from middle and high school students for the deaf. The results were as followed: First, in the relationships between linguistic environment and attitude/ motivation, the students who acquired sign language before 2 grade of elementary school have higher scores in linguistic attitude than one who acquired sign language in middle and high school. Second, in the relationships between attitude/motivation and reading comprehension, learning attitude has no significant relationship with reading comprehension, but linguistic attitude has significant relationship with the totality, recall, and comprehension. And in the relationships of sub-factors of linguistic attitude and reading comprehension, instrumental orientation and language anxiety has significant relationship with reading comprehension, but integrativeness has no significant relationship with that. Third, linguistic attitude has positive relationship with self-acceptance, reading comprehension and student of high school, but has negative relationship with one who acquired sign language in middle and high school.

청각장애아교육, Deaf education, 2Bi, AMTB

이해균 Hae Gyun Lee , 김옥현 Ok Hyeon Kim

DOI:10.19049/JSPED.9.1.13 Vol.9(No.1) 251-277, 2008

The purpose of this study is looking into comparing the comprehension of Korean vocabulary elements composed of absolute synonyms, antonyms, hyponyms and partial synonyms of the visually impaired with that of normal students, and the difference of the vocabulary ability according to the variable elements of the visually impaired so as to use this research in teaching the visually impaired the Korean vocabularies. The concrete methods to achieve this purpose are as follows. First, I will find out the comprehension difference of Korean vocabularies and the normal students. Second, I will find out the percentage of correct answers to Korean vocabularies between the visually impaired and the normal students. Third, I will find out the difference of vocabulary ability according to the level of visual handicap, the type of residence and the time of visual handicap. I make up a question to 120 visually impaired students all around the country and 191 middle and high school students in the western Gyeong Sang Nam Do. The research of this study was carried out for a month from May 10th, 2006 to June 10th, 2006. I called the school for the visually impaired and the normal school beforehand, got a permission to make a research and then post research papers to them. The question paper was translated into Braille to the blind and enlarged into 20 point to the students having a bad eyesight. The 150 copies of research paper was sent to the visually impaired and 200 copies of them to the general schools. The 120 copies of them was brought back from the visually students and 191 copies of them from the normal students. The research paper were analyzed with SPSS 10.0 for windows. The dual variable analysis is used for the comparison of vocabulary ability between the visually impaired and the normal students. The frequency analysis is used for the comparison of correct answers in each element of vocabulary ability. And The independent T analysis is used for the comparison of vocabulary ability according to characteristics of the visually impaired. The conclusion based on this analysis is as follows. First, the vocabulary ability of normal students is higher than that of the visually impaired students. And the vocabulary ability of the visually impaired students in high school is higher than that of the visually impaired students in middle school. But there is little difference between the normal students in middle school and the visually impaired students in high school. Second, the percentage of correct answers of normal students is much higher than that of the visually impaired students. But The visually impaired students answered the questions of hyponyms of ‘novels according to an era``, partial synonyms of ‘other people’s father`` and the percentage of correct answers of ‘Venus`` better than the normal students. Third, the vocabulary ability of students having bad eyesight, living in their own house and having acquired visual disability is higher than the blind, the students living in the dormitory and having inborn visual disability. And the vocabulary ability of urban students is higher than that of rural students. But there is little difference between the vocabulary of the normal students in the country and that of the visually impaired students in the city.

시각장애, 어휘력, Vocabulary Abilities, visual impairment

김용욱 Yong Wook Kim , 우정한 Jeong Han Woo , 이성환 Seong Hwan Lee , 안정애 Jung Ae Ahn

DOI:10.19049/JSPED.9.1.14 Vol.9(No.1) 279-302, 2008

In this study, 6 experimental studies, which applied the response-to-intervention (RTI) to the at-risk children on mathematics, were analyzed to draw a solution on the main problematic issues before introduction and application in Korea. 6 studies which have been reported from 1982 to 2007, were reviewed on issues such as: 1) appropriate time and target population for effective applying RTI; 2) numbers and types of tier 3) measurement ways to nonresponse 4) effectiveness on identifying of learning difficulties. The major conclusions are summarized as follows: First, the response-to-intervention model was mainly applied to the 1st and 2nd grade students with class-wide or school-wide. Second, 2 or 3 tiers were mainly adopted and the 1st tier were used for selecting at-risk children, then the 2nd and 3rd tier were each used for increasing intensive teaching. Third, the CBM was mainly used as a measurement tool, and low-ranking 16% criteria was applied in selecting at-risk children, but criteria in nonresponse were various. Forth, it is suggested that response-to-intervention model could be a strict standard which might decrease a prevalence in identifying learning disabilities. Based on these results, there are, though, some implications in measurement and procedural issues in applying response-to-intervention to mathematics field for students with learning difficulties, however, it seems to be still needed theoretical and experimental verifications to find out perfect agreement on these issues.

중재반응모델, 학습장애, response-to-intervention, RTI, Learning Disabilities

김병하 Byung Ha Kim

DOI:10.19049/JSPED.9.1.15 Vol.9(No.1) 303-323, 2008

Korean special education has relatively short history as an established study comparing with the other discipline in social science. Further, Korean special education greatly depends on theory and discourse of the developed countries such as the United States. Therefore, the identity of ``theory of Korean special education`` is extremely ambiguous at present although have been remarkable studies for establishing historic identity of Korean special education for a few decades. For that reason, the purpose of this study is to discuss about the scholastic identity of special education in Korea. Specifically, three issues related to scholastic identity of special education were mainly addressed: a) identity of social science as a meta-theory, b) reality of Korean special education, and c) essential efforts for establishing Korean discourses on special education. This study tries to stimulate a variety of studies on the basis of history and reality of Korea as an essential effort of establishing theory and discourse of special education. Moreover, this study suggests that we need to play a leading role of making distinctive scholastic network and discourses about Asian special education which can be competitively comparing with European or American based scholastic discourses.

한국특수교육론, 학문정체성, 수입학문, 아시아특수교육, Korean Special Education, Imported Discourses, Scholastic Identity, Asian Special Education

정은 Eun Cheong

DOI:10.19049/JSPED.9.1.16 Vol.9(No.1) 325-345, 2008

Social Neuroscience, which has actively been explored in recent days, considers human being``s social brain as the essence of its development. This indicates that human being is the social being which constructs body, mind and spirit through the direct communication with others in society and therefore it is valuable to reconsider disabled child``s developmental process of human nature in this context. This study reexamines disabled child``s developmental process of his(her) nature with various subjects in the viewpoint of social development. The results of this study show that the relationships between the contacting moments with disabled child and their effects on the child``s development of their humanity, which are usually overlooked in daily life, need to be recognised in a more scientific way. The results concerning the effects of contact with disabled child make it possible to infer that exclusive system of the society can possibly induce disabled people to choosing euthanasia. As a conclusion, this study suggests that Social Neuroscience is an academic frame in which more humanistic and scientific approach to the human being and disability per se becomes possible. Hence it is suffice to say that more active studies on this subject need to be conducted.

사회신경과학, 사회적 뇌, 신경형성, 발달적 찰나, 의사소통, Social Neuroscience, Social Brain, Nerves Formation, Developmental Moment, Communication

오혜정 Hae Jeong Oh

DOI:10.19049/JSPED.9.1.17 Vol.9(No.1) 347-366, 2008

This study is to allow the mothers of infants with hearing impairments to acquire communication skills so that they can carry out efficient communications with their children, and to find out how their communication skills can be improved when intervention programs are adopted in their homes. To meet the purpose of this study, structured home based intervention programs which support parents to help their infants with hearing impairments improve their communication skills and also supports parents to communicate with their infants through various activities in the context of natural activities of daily living were designed and adopted. In order to examine the effects of home based intervention programs, the multiple-probe design across subjects was used for three mothers. Analyses of the data indicated that three mothers acquired various communication skills through parents support and their communications skills in the interactions with their children was improved. The result was generalized in the different setting where intervention was not employed, and maintenance still continued after four weeks after the conclusion of the intervention phase.

부모지원, 가정중재, 청각장애아, 의사소통, Parent Support, Home based Intervention, Communication Skills, Infant with Hearing Impairments

신경진 Kyoung Jin Shin

DOI:10.19049/JSPED.9.1.18 Vol.9(No.1) 367-389, 2008

I looked about the rationality and reality of special education for handicapped young child and infant based on community. I investigated educational cognitions of the persons who are concerned to it, and presented the concrete practices of special education institution for young child and infant, “아이꿈터”. I concluded the next five direction from that kind of investigations and practices of special education for handicapped young child and infant based on community. First, the special education for handicapped young child and infant should be administrated in unified public system of local community. Second, the regional inequality of special education for handicapped young child and infant should be minimized. Third, the system which finds the handicapped young children and infants in early age and gives proper educational arrangements to them should be made based on local community. Fourth, the integration education for handicapped young child and infant in the small and middle cities, and farming and fishing communities should be normalize. Fifth, the special education for handicapped young child and infant should be supported to satisfy the need of the person who are concerned to it.

장애 영유아 ,지역단위, 특수교육, special education, community, handicapped young child and infant

박상춘 Sang Chun Park , 홍재영 Jae Young Hong , 한성희 Seong Hee Han

DOI:10.19049/JSPED.9.1.19 Vol.9(No.1) 391-411, 2008

The purpose of the study was to investigate low vision children``s tendency toward motor abilities and the development. The participants who have low-visual acuities consisted of 26 male students and 23 female students from 7 elementary special education school across the country. In addition, participants do not have any multiple disabilities except visual impairment. The sample was a purposive sampling method and it was examined and analyzed through Oseretsky test of motor proficiency The major findings of the study are summarized briefly below Fristly, comparing with total motor age and sub-categorical motor age, the results of the study, contact in the proper place for 0.89 months, contact in hand operation for 0.65 months, motor speed for 1.14 months, single operation accomplishment ability for 0.57 months were delayed. But there was a degree of development between contact in general operation for 1.25 months and same time voluntary operation for 1.29 months. There was statistically a significant differences for the results and there was statistically no significant differences for only single operation accomplishment ability Secondly, motor age delay was 48. 31 months average comparatively with chronological age and there was differences at the .001 significance level. Thirdly, There was no significance differences about gross motor abilities between male and female students who have visual impairment. But, there was a significant difference(p >.05) that female students than to the male students was delayed 7.92 months for motor speed among motor abilities in sub-category fourthly, as chronological age increasing, The development and process of the gross motor abilities of children with visual impairment little bit improved. But each age group showed motor delay from 28 months to 62.53 months and the more chronological age, the worse degree of delay The results of the study is able to provide basic information in terms of planning of subject education related motor activities, individualized education plan, and process of instruction and learning

시각장애, 저시, 운동능력, 신체활동, visual impairments, low vision, motor abilities

김영표 Young Pyo Kim , 신현기 Hyun Ki Shin

DOI:10.19049/JSPED.9.1.20 Vol.9(No.1) 413-437, 2008

Because aquisition and strengthening of mathematical word problem solving competence is very important educational objectives to students with disabilities as well as students without disabilities, Instructional methods of 63 theses for a degree(intervention studies) performed in Korea on mathematical word problem solving competence of student with disabilities were synthesized as the groundwork to know which method is most effective among various instructional methods to achieve this goal by meta-analysis. For satisfying this purpose, We got every theses for a degree(intervention studies) performed in Korea on mathematical word problem solving competence of student with disabilities via online search and analyzed their independent variables to know their instructional methods and selected all of group intervention(20) from them. then, We meta-analyzed their effect sizes. As a result, We classfied them ten subtypes[cognitive and metacognitive problem solving strategy instruction studies(20), self-instruction studies(15), representation technique instruction studies(6), Yun-Ok Kim(2001)``s Problem solving strategy instruction studies(6), Polya``s model instruction studies(5), CAI studies(4), SQ3R reading comprehension strategy studies(3), and other three subtypes(4)]. Mean effect size of three instructional methods(cognitive and metacognitive problem solving strategy instruction, self-instruction, and Polya``s problem solving model instruction) was 1.01. and Self-instructional methods are most powerful so as to strengthen mathematical problem solving ability of students with cognitive disorder. Therefore, It is necessary to perform more deeply involved research about how correlated characteristics of instructional methods are and how different their effects are by moderators for performing evidence-based intervention.

수학적 문제해결, 문장제, 교수 방법, 메타 분석, mathematical problem solving, word problem, instructional method, meta-analysis

권기홍 Ki Hong Kwon , 도성화 Sung Wha Do

DOI:10.19049/JSPED.9.1.21 Vol.9(No.1) 439-458, 2008

The purpose of this study is to investigate how secondary school teachers at the School for the physical and multiple disabilities applied national-common basic curriculum think of field requirement and self achievement among teaching(job) performance competency factors, In order to achieve this purpose, I carried out quantitative study consisted of 7 substitutes-common knowledge of special education, introduction for the physical and multiple disabilities, subject instruction, daily living instruction and, parents education, extra activity instruction, job aptitude and humanity as special education teachers and administrational competency- by 50 secondary school teachers at the school for the physical and multiple disabilities. The major conclusions are as follows: First, they recognized that the most important thing was the steps and characters of children development, that they achieved the highest score of the distintion competency for children with disabilities in the common knowledge of special education area. Second, they recognized that the most important thing was how to instruct a daily living , that they achieved the highest score of the curriculum understanding in the introduction of the physical and multiple disabilities area. Third, they recognized that the most important thing was how to instruct of IEP, that they achieved the highest score of the subject matter knowledge in the subject matter instruction area. Forth, they recognized that the most important thing was interventional competency of emotion； behavior problems , that they achieved the highest score of interventional competency of emotion； behavior problems and counseling competency for parents in the daily living instruction and, parents education area, Fifth, they recognized that the most important thing was the discovery and instruction of children with potential energy, that they achieved the highest score of the performing democratic conference competency in the extra activity instruction area, Sixth, they recognized that the most important thing was a sense of duty for teaching, that they achieved the highest score of a desirable point of view for the disabled in the job aptitude and humanity as special education teachers area. Seventh, they recognized that the most important thing was the knowledge to teach for a child with disabilities and to do a public relations for welfare, that they achieved the highest score of competency dealing with miscellaneous class affairs in the administrational competency area.

지체부자유아, 교직수행능력, 특수교사, Physical and Multiple Disabilities, Achievement related Job Performance Competency, Secondary School Teacher

김종인 Jong In Kim , 박경옥 Kyoung Ock Park

DOI:10.19049/JSPED.9.1.22 Vol.9(No.1) 459-481, 2008

The purpose of this case study was to examine how effect the process-based writing instruction using personal homepage was on the written expression of middle and high-school students with cerebral palsy. For the subjects, we carried out the process-based writing instruction using bulletin boards of personal homepages during 20-50minute sessions with three times a week. From this study, we concluded as follows : First, the written expression of students with cerebral palsy was far improved in terms of written content. Especially, the theme and content were combined well, while the consistency and unity became clearer. Second, With respect to the subjects, the numbers of vocabularies increased more than 2 times from 38.6 in the preliminary inspection to 83.4 in the follow-up. Third, Among the accuracy of writing, the accuracy of spacing words and using punctuation marks showed high accuracy with 80～90% or higher in the follow-up 1 week after the intervention. Synthesizing the above results, it was showed that the processed-based writing instruction using assistive technology was significantly effective in increasing written expression of students with cerebral palsy. Therefore, it was suggested that it was necessary to instruct writing systematically for the students with cerebral palsy who have difficulties in oral communication at special schools, along with proper assistive technological support.

뇌성마비, 쓰기 표현력, 보조공학, 과정중심 글쓰기 지도, Cerebral Palsy, Assistive Technology, process-based writing instruction

윤광보 Kwang Bo Yoon , 우정한 Jeong Han Woo , 김영숙 Young Suk Kim

DOI:10.19049/JSPED.9.1.23 Vol.9(No.1) 483-508, 2008

Teachers’ knowledge-base for their teaching activity has been identified as fundamental to improving the quality of inclusive education. Thus, the aim of this study was to examine a knowledge-base for teaching practices including course subject contents, teaching methods, and educational environment in inclusive education. A survey (questionnaire) method was performed from 186 elementary teachers who participated in a training program for inclusive education. This study examined potential difficulties and challenges facing inclusive education system based on three interrelated survey questions. First, the knowledge base of subject contents was assessed by two main themes: (1) the most difficult subject content in their curriculum for children with disabilities; (2) the most difficult subject content in their curriculum for teachers in inclusive education. From analysis of the results, the mathematics and national language were identified as the difficult subjects in the field of special education for teaching and learning by teachers and children, respectively. Second, the knowledge base of teaching methods and skills was assessed for children with disabilities. Our study found that children with disabilities selected a cooperative learning as their favorite teaching and learning methods. In contrast, lessons that consist of practical discussions and lectures were identified as their difficult methods for both teaching and learning. Finally, we examined a knowledge base of educational environment to assess the needs of both children with and without disabilities for effective inclusion, and various factors that need to be prepared by school for inclusive education. Our results indicate that, to be successful in inclusive education, it is important for children without disabilities to express their opinion in classroom, and for teachers to make every effort to keep students interested and engaged. Moreover, it is also important for children without disabilities to recognize children with disabilities as their classmates that will help them further accept and establish friendship with them. In order to achieve high quality of inclusive education systems, continuing efforts in developing professional programs for effective teaching and learning practices should be made. Consequently, future challenges are to explore teacher’s knowledge base for teaching practices such as course contents, teaching methods, and educational environment at all levels of curriculum that include elementary, middle and high schools, which are fundamental to enhancing inclusive education.

통합교육, 통합학급, 교수활동, 지식기반, 교과내용 지식, 교수법 지식, 교육상황 지식, inclusive education, teaching activity, knowledge-based, knowledge base of subject contents, knowledge base of teaching methods and skills, knowledge base of educational environment

이준석 Joon Suk Yi

DOI:10.19049/JSPED.9.1.24 Vol.9(No.1) 509-524, 2008

The purpose of this study was to evaluate the validity of Kongju Early Developmental Assessment System-Screening Test (KEDAS-S) as a developmental screening instrument by examining the specificity, sensitivity, and agreement index as well as overrefferral and underreferral rates. This study also investigated the KEDAS-S identification rate of children who need special services among participating children. A total of 92 children ages between 3-5 were sampled for this research. Korean K-ABC and K-DIAL3 were administered to the children after the KEDAS-S test. Sensitivity and specificity results were obtained from the use of cut-off scores. The results indicated that the KEDAS-S correctly identified 50 % of the children who might need special services, demonstrating high rates of sensitivity. The optimal sensitivity achieved with the IQ 70 of K-ABC and all cut offs of K-DIAL 3, demonstrating 97% accuracy of identifying the children. The results also indicated that the KEDAS-S identified correctly more than 94% of the children who may not need special services, regardless of the cut-off scores, demonstrating high rates of specificity. The overall agreement index of the KEDAS-S was .96-.97. It was found that the overreferral rates of KEDAS-S were 5% and underreferral rates were 1%.

발달선별, 민감도, 명확도, 동의지표, KEDAS-S, Developmental Screening, Sensitivity, Specificity, Agreement Index

상훈

DOI: Vol.9(No.1) 525-526, 2008

김정권

DOI: Vol.9(No.1) 527-528, 2008

김선규

DOI: Vol.9(No.1) 529-530, 2008

김병하

DOI: Vol.9(No.1) 531-532, 2008