김영한 Young Han Kim

DOI:10.19049/JSPED.9.4.01 Vol.9(No.4) 1-15, 2008

This study was designed to investigate the relationship between specificities cognizance and job-satisfaction, burnout that is teachers at the school for the physical and multiple disabilities. The purpose of this study was to examine the effects between specificities cognizance, and job-satisfaction, burnout about teachers at the school for thephysical and multiple disabilities. The subject of this study were 85 teachers from the schools for the physical and multiple disabilities who included Seoul, Busan, Daegu, Kwangju, Ulsan,, Gyungnam, Chungbuk. Data obtained from the questionnaires were analyzed by Pearson`s correlation analysis and multiple regression analysis. This major findings of this study were as follow. First, specificities cognizance of teachers at the school for the physical and multiple disabilities showed the positive relationship with their job-satisfaction and had a strong influence. Second, specificities cognizance of teachers at the school for the physical and multiple disabilities showed the negative relationship with their burnout and had significant effects on those. Based on the results, it is considerable to develop teacher education programs for specificities cognizance and job-satisfaction, burnout in their teaching. In addition, it is necessary to develop proper research methods for specificities cognizance and job-satisfaction, burnout that is teachers at the school for the physical and multiple disabilities.

지체부자유 학교 교사, 전문성 인식, 직무만족도, 의욕소진, teachers at the school for the physical & multiple disabilities, specificities cognizance, job-satisfaction, burnout

윤태성 Tae Sung Yoon , 유애란 Ae Ran Yoo

DOI:10.19049/JSPED.9.4.02 Vol.9(No.4) 17-41, 2008

The purpose of this study was to investigate the actual state of transition education of secondary special education classes and improvement this system in Chungnam province. A survey was conducted by forty-five teachers working for secondary special education classes in Chungnam province. The questionnaire consisted of thirty-five items which belonged to one of three domains of transition education such as demographic background, transition perception and practice, supports(condition) for transition practice, and improvement for transition education . Findings were analysed using frequency analysis and mean and standard deviation. The results were as follows. First, the special education teachers recognized that transition educations should be started from elementary school level. Individualized Transition Plan is planned by student need and preferences, informal transition assessment is usually used, and teachers generally teach communication, academic performance, interpersonal relationships, interdependent daily living. Teachers perceived transition education is important, but its practice was very low. Second, most of the teachers felt that there were not sufficient supports(or condition) from school, home, community, and education office to improve this situation. Last, for a vocational education model which is fit for special classes, teachers prefer a model that special teachers teach vocational readiness, vocational life, and the duties such as vocational skills, employment committed to the relative organizations. For practice of vocational education, first of all, vocational training facilities(in or out of school) should be built.

전환교육, 중등특수학급, 진로, 직업교육, Transition Education, Secondary Special Education Class, Career, Vocational Education

김원경 Won-kyung Kim

DOI:10.19049/JSPED.9.4.03 Vol.9(No.4) 43-57, 2008

This study is to identify special education in Korea in terms of the identity of the action. The literature of next 4 fields - Special educational legal basis, educational operation place, special education teacher training and special curriculum . was analyzed and the analysis period is for 60 years since 1948 the establishmentof a government. The results are as follows. (1) Even though legal system as practical basis has been improved like Education Law → Education Law(Elementary and Middle School Law), Special Education Promotion Law → Elementary and Middle School Law, Special Education Law for the Disabled, still not the expansion in quantity but the improvement in quality must be added. (2) It is desirable that educational operation places extended special class & special school to special class, special schools, regular classroom, home, welfare facilities, hospitals, special education support center. (3) Special education teacher training institutions extended 7 to 43 universities in quantity but it’s time to convert the qualification system which is granted to educate in both special school and regular school. (4) Special curriculum is improved to the inclusive education system with regular schools but there is needed to change the name from ‘Special School Curriculum

특수교육법, 교육실시 장소 변화, 특수교사 양성기관, 특수교육과정, special education law, educational operation place, special education teacher training institutions, special curriculum

김성연 Seong-yeon Kim , 박남수 Nam-su Park

DOI:10.19049/JSPED.9.4.04 Vol.9(No.4) 59-77, 2008

The purpose of this study was to analyze an acceptance attitudes toward the children with disabilities according to the variables of family and classroom environment perceived by children. Subjects were 650 elementary school students. Instrumentation were questionnaires from the multicultural parenting attitudes scale, classroom climate scale and acceptance attitudes scale toward the handicapped children. The major findings of this study were as follows: First, the acceptance attitude scores toward the children with disabilities were significantly correlated with the multicultural parenting attitudes and the classroom climate subvariables perceived by children. Second, Multiple regression analysis explained that the acceptance attitude scores toward the children with disabilities were highly affected by the multicultural parenting attitudes and the classroom climate subvariables.

다문화적 양육태도, 학급풍토, 장애아 수용태도, multicultural parenting attitudes, classroom environment, an acceptance attitudes toward the disabilities

송현종 Hyun Jong Song , 조성은 Seong Eun Cho

DOI:10.19049/JSPED.9.4.05 Vol.9(No.4) 79-94, 2008

The purpose of this study was to investigate the effect of solution-focused brief counseling(SFBC) on the in-class attentive behavior of children with disabilities. The subjects were three children with mild mental retardation. They attended an elementary school in which inclusive education programs were supported for them. This study was based on the reversal design of single subject research which included baseline, intervention, and follow-up. Nine-sessions SFBC program was provided for the subjects, and their attentive behaviors and inattentive behaviors were observed and recorded by two trained observers in special education class. The main results were as follows. First, the attentive behaviors of the subjects were gradually increasing during the intervention sessions. Second, the inattentive behaviors were gradually decreasing during the intervention sessions. Third, the maintenance effects of the intervention were shown in the follow-up sessions. Based on the results, several suggestions were made for the counseling for the children with disabilities and future studies.

해결중심상담, 해결중심 단기상담, 정신지체아동, 장애아동 상담, 장애학생 상담, 수업집중 행동, 단일대상연구, solution-focused counseling, brief counseling, counseling for the children with disabilities, attention behavior, single subject research

이은복 Eun-bok Lee , 이근용 Kun-yong Rhee , 나운환 Woon-hwan Na

DOI:10.19049/JSPED.9.4.06 Vol.9(No.4) 95-121, 2008

This study was aiming at stabilizing and enhancing work productivity of workers with disabilities, firstly, by clarifying a causal relationship between self-efficacy, social support and work productivity, secondly, by managing any psychological and social causation for workers with disabilities. I conducted a survey on 205 workers with disabilities (physical disability, deaf and speech disability) who work for general cooperations and work activity centers among vocational rehabilitation facilities. Belows are the result of my study; First, work productivity has varied according to the degree of self-efficacy and social support, that is, firstly, middle level of self-confidence and family and sponsor``s support induced higher ratio of target completion than high level of it, secondly, as each of the all factors becomes higher, work mistake or accidentlessened, thirdly, as self-efficacy enhanced, the attitude of work participation got better, finally, higher task difficulty preference was recognized as the enhancement of performance level. Second, according to the survey which verified the difference among self-efficacy, social support and work productivity in accordance with general peculiarities of participants, it was found that women had higher task difficulty preference of self-efficacy and lesser work mistake than men. It represents that women have more preference for difficult task and they are more challenging and delicate. In addition, the participants who became disabilities beyond 20years old that is the time when one should choose his career had high self-efficacy and societal support and they seldom commit work mistake. Notably, the workers with two or three years of continuous service had high self-efficacy and social support and the highest performance level as well. On the contrary, the level of education and ages for workers with disabilities were not direct determinants for self-efficacy and social support. Third, according to the result which verified the difference among self-efficacy, social support and work productivity in accordance with the condition of employment, there were no differences in terms of self-efficacy and social support and work productivity, except that workers with disabilities who work for work activity centers had higher target completion than who work for general cooperations. Fourth, as a result of the analysis which aimed to verify the impact of self-efficacy and social support towards work productivity, it turned out that self-efficacy, especially self-confidence, had an affirmative influence on work productivity, participation, mistake, performance level. as self-efficacy enhanced, the attitude of work participation got better and the work mistake or accident lessened. Furthermore, high task difficulty was connected with self-recognition of high performance level.

장애인근로자, 자기 효능감, 직업재활, 사회적 지지, Workers with Disabilities, Self-Efficacy, Social Support, Vocational Rehabilitation

박혜진 Hye Jin Park , 이승희 Seung Hee Lee

DOI:10.19049/JSPED.9.4.07 Vol.9(No.4) 123-144, 2008

This study was conducted to compare the perception on inclusive education of students with autistic disorder between general and special teachers who were in charge of students with autistic disorder. To do this, a questionnaire was distributed to 97 general teachers and 65 special teachers at elementary, middle, or high schools in the area of Gwangju. One hundred four questionnaires were returned(return rate: 64%) and 102 questionnaires(51 from general teachers, 51 from special teachers) were analyzed to answer four research questions(differences in the perception on inclusive education of students with autistic disorder between general and special teachers; differences in the perception of general teachers on inclusive education of students with autistic disorder according to sex, age, education career, school level, and class size; differences in the perception of special teachers on inclusive education of students with autistic disorder according to age, education career, school level, class size, and number of students with autistic disorder; differences in the perception of general and special teachers on inclusive education of students with autistic disorder according to age, education career, and school level). Data analyses using one-way analysis of variance or two-way analysis of variance revealed that generally both general teachers and special teachers were somewhat negative ininclusive education of students with autistic disorder but special teachers were less negative than general teachers. The results are discussed in order of the four research questions and some suggestions for future tasks and related research are presented.

자폐장애, 통합교육, 일반교사, 특수교사, 인식, autistic disorder, inclusive education, general teachers, special teachers, perception

이형열 Hyung-yeol Lee

DOI:10.19049/JSPED.9.4.08 Vol.9(No.4) 145-170, 2008

This study aims to identify the effect of the demographic variables, disability-related variables, variables related to the route of employment, variables related to job training, and variables related to job satisfaction of employees graduated from a special school for hearing-impaired women, on their job maintenance(period of job maintenance, frequency in leaving their jobs, and intention to maintain a job) for the first time in Korea. With this aim, the study utilized raw data from research into the current status of employees with the disability as of 2005 and employed 2,498 copies, which are directly related to this study. Then, the study introduced the frequency and percentile for data processing, used a VIF(Variance Inflation Factor) and TOL(Tolerance) to see whether there is multicollinearity and employed a multiple regression analysis(Enter Method) and a logistic regression analysis in order to prove the research project. As a result of the research, the strongly influential factors on the job maintenance of employees graduated from a special school for hearing-impaired women included the following. First, the less serious the hearing disability, the easier it was for them to maintain the job. However, this rather requires an improvement in employment management and job environments for severely hearing-impaired women employees. Second, concerning their employment, hearing-impaired women got jobs through a professional job agency in most cases, which addressed the need for the pursuit of employment in coalition with professional job agencies. Third, the longer the period of job training, the more likely they were to maintain their jobs. This means hearing-impaired women need to be given stable, systematic long-term job training. Fourth, the more they were satisfied with their working hours, the higher their period of job maintenance, frequency in leaving jobs(turnover), and intention to maintain job. Therefore, their companies need to keep their working hours stable as much as possible, given the characteristics of hearing-impaired couples and their responsibilities for childcare and house chores, and the lack of understanding corporate policies.

여성 청각장애, 특수학교, 근로자, 개인적 특성, 취업경로, 직업훈련, 직업만족, 직업유지, hearing-impaired women, special school, employee, individual characteristics, route of employment, job training, job satisfaction, job maintenance

정주영 Joo Young Jeong

DOI:10.19049/JSPED.9.4.09 Vol.9(No.4) 171-194, 2008

This paper reviewed the goal development procedure classified by education contents features in IEP. The first, this review was focused on reviewing sources of developing educational goals, analysing education contents and developing goals and objectives, and writing goals and objectives for IEP. With regard to implications on the goal development procedure classified by education contents features in developing IEP, first, possibility of developing goals and delivering education contents was improved by deliberating on features classified by education contents. Second, the goal development procedure and organization classified by education contents features guaranteed delivering the education contents appropriate to individualized needs. Third, educational goals and objectives should be drawn from the well-matched national curriculum and students needs.

개별화교육계획, 교육 내용 분석, 교육 목표 진술 체제, 교육과정 수정, IEP, contents analysis, goals and objectives, curricular adaptation

홍재영 Jae Young Hong , 한성희 Seong Hee Han

DOI:10.19049/JSPED.9.4.10 Vol.9(No.4) 195-213, 2008

In this study, a psychometric test was conducted of an ecological teaching assessment tool that could be applied to physical education classes to facilitate the physical activities of children who had visual impairment with other disabilities. A review of the related literature identified the components of such a tool that should be taken into account when trying to promote the physical activities of those children during physical education classes. The investigator developed specific criteria of the tool to be applied in school and tested the validity and reliability of the items. Thus data were gathered from 104 teachers who taught children who had visual impairment with other disabilities before. Factor analysis was then carried out to examine the construct validity. The analysis results reveal that the ecological teaching assessment tool consisted of 36 items of five factors, which include "tasks, teaching, teaching aids, personal environment, and physical environment." As for reliability, the coefficient of internal consistency (Cronbach α) was .969. Judging fromthe factor loading of the tool``s items, the correlation coefficient between each item and the overall points, and the coefficient of internal consistency, the developed ecological teaching assessment tool was valid and reliable. Thus it is expected that when put to use during physical education classes, the tool will serve as a useful material to promote the efficient physical activities of children who have visual impairment with other disabilities. There is also a need to do follow-up studies to monitor such expected effects.

시각중복장애아동, 생태학적 수업평가 도구, 체육수업, 신체활동, 타당도, 신뢰도, children who have visual impairment with other disabilities, ecological teaching assessment tool, physical education, physical activities, validity, reliability

홍정숙 Jeong Suk Hong

DOI:10.19049/JSPED.9.4.11 Vol.9(No.4) 215-238, 2008

Inclusive education is an ideological issue as much as it involves educational policy and methods. However, in reality, the fundamental understanding of theinclusive education and ideological approach to the subject lacks depth. In Korea, discourse on the inclusive education is greatly affected by the American tradition. Therefore, this paper attempts to explain A. Gartner``s inclusive educational theory, who is a leading figure in the field and illuminates its ideological background under the American social context in order to acquire more comprehensive understanding of the theory. The result shows that the concept of consumer and consumerism that Gartner supported in the 1960s and 70s were consistently reflected in his later proposition of the inclusive educational theory in the 1980s and 90s: the former constitutes the ideological background of the latter. In addition, the research suggested that although Gartner``s inclusive education theory has ideological significance, it has limitation in overlooking variety by overly emphasizing collectiveness. Also, the research implied that emphasizing efficiency, which is a critical factor in consumerism became a basis to criticize inefficiency of special education.

소비자, 소비자중심주의, 통합교육론, A. Gartner, Consumer, Consumerism, Inclusive Educational Theory

김영미 Young-mi Kim , 박재국 Jae-kook Park

DOI:10.19049/JSPED.9.4.13 Vol.9(No.4) 239-262, 2008

The purpose of this study was to develop scale for early screening the Sensory integration Dysfunction of infant with disability. The Process of scale development was as follows: First of all, to make items and certificate content validity for the rating scale, It was reviewed related researches and examined an intial 172 items and reviewing the items for revision and deletion through experts in this area. And then the pilot test was conducted with 239 normal infant`` parents or teacher of chronological age 4-6. 60 items were selected and it was proved to reliability of Cronbach``s .. Participants in this study were 542 normal infant`` parents or teacher of chronological age 4-6. It was proved to be the reliability through Cronbach``s . and test-retest, this is showed internal reliability. And then, for proving the validity of the scale, confirmatory factor analysis was used. Therefore 5 factors, proprioception-vestibular, Auditory-visual, sensory sensitivity, revolution-vestibular, tactile was extracted. Also the concurrent validity is proved with SP.For this study purpose, statistical method is used as follows: The reliability in general is Cronbach``s .=.95, which had highly level. And also proved to be the reliability of the test-retest, which showed to have the correlation coefficient .92. The result of analyzing a rating scale instrument using the Principal Component Analysis and the Berimax Rotation Method were showed five factors.Also the relation between this rating scales and SP was related by concurrent evidence(r=.66).

감각통합장애, 감각통합장애 조기 선별척도, Sensory Integration Dysfunction, Sensory Integration Dysfunction Early Screening Scale

김용욱 Yong-wook Kim , 우정한 Jeong-han Woo , 이지연 Ji-yeon Lee

DOI:10.19049/JSPED.9.4.12 Vol.9(No.4) 263-283, 2008

It is accepted that education software contents are valuable to offer suitable educational service to students with disabilities. Nevertheless, the educational softwares are not actively used in the field of special education. On this matter, many suggestions have been raised by researchers and school teachers. Among them is the lack of the suitable evaluation criterion for educational software contents in special education. The purpose of this study was, first, to develop an evaluation criterion for educational software contents and, second, apply it to analyze software contents for students with disabilities to find improvements. For this ends, first, preliminary contents evaluation criterion was constructed, and then second, through the validation process with 114 special education teachers, the evaluation criterion of educational software contents for education of students with disabilities was developed. The evaluation criterion was consisted of 3 domains including educational value, contents expression skills, contents information； convenience, 9 indexes and 45 items. Next, 18 software contents for education of students with disabilities was evaluated by the evaluation criterion. Some recommendations were suggested based on the result of evaluation to find the improvement of quality of software contents.

콘텐츠 평가준거, 장애학생 교육용 콘텐츠, ICT 활용교육, contents evaluation criterion, contents for education of students with disabilities, education of information and communication technology

김태영 Tae Young Kim , Eva M. Horn

DOI:10.19049/JSPED.9.4.14 Vol.9(No.4) 285-310, 2008

This article reports the outcomes of a qualitative investigation of the differences and similarities in Korean and American parents’ perception regarding the opportunities their preschool child with disabilities has for inclusion in community activities and the factors that influence their child and family’s access and participation. The present study represents an extension of a previous study (Kim & Horn, 2008) in which the perceptions of Korean families was investigated. Utilizing essentially the same procedures including the same interview protocol, seven American families living in the Midwest region of the US were interviewed and their responses where then compared and contrasted to those of Korean families from the previous study. The findings noted that overall reports on participation in community activities were very similar between the Korean and American families, while reports on perceived benefits, barriers experienced, and needs for supports and services were differed between the two groups. Such differences may be explained by the different cultural and societal values and beliefs as expressed by the families. Furthermore, the differences in the longevity and role of special education policy and law appear to influence the outcomes.

장애 유아, 지역사회, 통합, 가족, 비교, Preschool children, Community integration, Comparison, Families

김영숙 Young-suk Kim

DOI:10.19049/JSPED.9.4.15 Vol.9(No.4) 311-328, 2008

With an established「Infant Nursery Act」in 1991, the careservice for children with disabilities accomplished quantitative and qualitative improvement in Korea. In addition, the enforcement ordinance of 「Special Education Act for Individuals with disabilities」in 2008 contains the substance of the education-service for infant nursery with disabilities. But the new act restricts a person fit for the post, who has a teacher’s license, with a charge of 「education-service for infant nursery with disabilities」. On the assumption that the age of a child with disability is a standard of the special education, it is necessary for political system on the ``care-person(teacher) for infant nursery with disabilities``, who will teach children with disabilities except for case of suitable age by acts of care-politic, to be improved better than now. This Study bring up the needs and importance of ``care-person(teacher) for infant nursery with disabilities``, that are based on acts of care-politic for infant nursery with disabilities and actual situation on care-institutions, ``a qualified recognition of special-education`` and needs of parent, who have children with disabilities.

보육정책, 장애아보육, 장애아보육교사, 장애인 등에 대한 특수교육법, care-politic, care for children with disabilities, qualified care-person(teacher) for children with disabilities, Special Education Act for person with disabilities

황상심 Sang-shim Hwang , 김화수 Wha-soo Kim

DOI:10.19049/JSPED.9.4.16 Vol.9(No.4) 329-348, 2008

This study was aimed at finding out the characteristic of phonological processes on children with articulation and phonological problems from multiculture families. The study subjects comprised thirty children aged 60 months to 70 months and were divided into three groups, a multiculture environment group such as the Philippines and Japan, a functional articulation disorder group, and a normal one. To examine phonological process patterns, Urimal Test of Articulation and Phonation(words and sentences) was used. Performances were analyzed by ONE-WAY ANOVA and phonological process table(percentile). The results of the study suggest that there are some significant difference among the groups in the phonological process of omissions in the initial and final position and so on.

농촌지역 다문화가정, 음운변동, 기능적 조음장애, 발달적 음운 변동, 비발달적 음운변동, phonological process, multicultural families

정인숙 In Suk Jeong , 김형일 Hyeung-il Kim , 박재국 Jea Kook Park

DOI:10.19049/JSPED.9.4.17 Vol.9(No.4) 349-366, 2008

The purpose of this research is to anaylze the statue of cooperation between special education institutes and related agency for career and vocational education according to the input and process factor. For this, we used a question survey as the general study method. The recipients are 1,005 people in charge of special education schools, special education classes, or special education support center. Those are as follows. First, as an input factors of the cooperation in related agency for career ； vacational education, a cooperation of human resource are appeared very dull. especially, in case of the schools for mentally retardation and emotional disturbance, they used mostly The Local Community Welfare Agency for The Disabled, but other schools for sensory impairment used mostly Korea Employment Promotion Agency for the Disabled Second, as a process factor, the major activation according to the curriculum linked lelated agency are field trip and on-the-job training, the schools conducted the evaluation by themselves. so they are needed linked evaluation methods to the related agencies for establishment of effective evaluation. and as an effective cooperation method for interagency linking, totally, they are needed organizing ‥integrated employment team…through the cooperation with each ministry of departments(Ministry of Education Science and Technology, Ministry of Health Welfare and Family Affairs, Ministry of Labor).

진로, 직업교육, 특수교육기관, 관련기관, 협력, 직업교육, 실태, career, vocational education, cooperation, related agency, job education, statue

박혜옥 Hye Ok Park , 정용석 Yong Seok Chung

DOI:10.19049/JSPED.9.4.18 Vol.9(No.4) 367-395, 2008

This study is aimed at clarifying dictation errors and dictation error characteristics of the elementary student. Subjects of this study consisted of 600 elementary students, with each grade 100 students. Dictation errors were analyzed according to sound and form in Korean language. We analysed sound errors such as forties, palatalization, representation sound, vowel, and prolonged sound, and form errors such as word including an uninfected word and a postpositional word, and word including an interval and the ending of a word. Through the results and discussions of this study, the conclusions of this study are as follows. First, dictation errors are decreased as grades are high and dictation errors are high. Second, dictation error are related to the phonological awareness deficit. Through the conclusions and discussions of this study, suggestions are as follows First, we have to clarify dictation errors of the children with disabilities. Second, it is suggested that we have to approach to the dictation error considering phonological awareness deficit in Korean. Third, We need to explore dictation errors considering word frequency.

받아쓰기, 받아쓰기 오류, 받아쓰기 과정, dictation, dictation error, dictation process

옥정달 Jung Dal Ok

DOI:10.19049/JSPED.9.4.19 Vol.9(No.4) 397-413, 2008

The purpose of this study is to analyze the reading comprehension ability of college students who have hearing impairments. The methods of analysis are sign language presentation and letter presentation. For this study, thirty students participated and they didn’t have any other disorder except hearing impairment. They were divided into two categories. The first category is the school they came from. 17 students graduated from regular schools and 13 students graduated from special schools. The other is their main communication tools. 16 students were sign language users and 14 students were oral language users. The text for the test is the Basic Ability Examination’s Reading Part Ⅱ. The data is analyzed with paired T-test to find out the difference between sign language presentation and letter presentation. The result of this study is summarized as follows. First, when sign language method is presented to the students, there is no significant difference between the score of regular school graduates and that of special school graduates. Also, there is no significant score difference between oral language users and sign language users. Second, when letter method is presented to the students, there is no significant difference between the score of regular school graduates and that of special school graduates. Also, there is no significant score difference between oral language users and sign language users. Third, comparing with above results according to the school and the communication tool, there is no significant difference between sign language presentation and letter presentation among 17 regular school graduates. Also, there is no significant difference among 13 special school graduates. In the same way, there is no significant difference between sign and letter presentation among 16 sign language users. Also, there is no significant difference among 14 oral language users. Therefore, there is a limit for teaching to hearing impaired students with oral language even though they have been received a thorough oral education since theywere very young. Without the systematic sign language education, they couldn’t improve their reading comprehension ability. In my opinion, it is necessary that the students have to receive a good education in sign language. Moreover, for the exact evaluation of the hearing impaired students, the sign language method should be presented as well as other oral and letter methods. It is certain that sign language doesn’t interfere with language learning.

청각장애, 청각장애대학생 ,독해능력, 수화, 농, hearing disorder, college student, sign language, deaf, reading comprehension

김영걸 Young Gull Kim , 이희광 Hee Kwang Lee

DOI:10.19049/JSPED.9.4.20 Vol.9(No.4) 415-447, 2008

ICT is an important medium and tool in instruction with regard to students with disabilities. ICT is a key element in ensuring quality class. Thus, In the field of special education, diverse support has been provided to create a necessary physical environment with a view to enabling the proper utilization of ICT in overall class setting. However, research into and efforts for the practical utilization of ICT-based education have been insufficient, compared with other educational fields. Thus, this paper examined how ICT is prepared and utilized in instruction with regard to students with disabilities. It handled major problems in and improvement direction for ICT utilization. It also explored what needs the teachers in special schools(classes) want to have fulfilled for ICT utilization to be in place in the instruction with regard to students with disabilities, thereby offering measures for activating ICT utilization education. To this end, a questionnaire-based survey along with in-depth interview was conducted targeting 100 teachers in special schools(classes). The findings are outlined as follows. First, ICT utilization education in special schools(classes) was recognized as an important medium and method in teaching and learning, but since the criteria for systematically using ICT and relevant contents were lacking, the current utilization system was found to be ineffective. Second, as a prerequisite for ensuring an effective ICT utilization education, teachers in special schools(classes) called for an environment where sufficient contents are available in class. In particular, they demanded to provide contents in the form of easy-to-utilize full packages, themes that can be amended and crafted according to teaching objectives and contents, and contents in the form of data(sources) by textbook unit. Third, teachers demanded to improve the dilapidated ICT utilization environment and provide exclusive equipment and facilities for producing quality contents with a view to activating ICT utilization education in special schools (classes). They also indicated that it is necessary to help provide professional training and research activities in order to properly utilize ICT. As such, this paper discussed measures for activating ICT utilization education in instruction with regard to students with disabilities, in terms of ICT utilization environment, contents, systems and support for teachers.

ICT활용교육, 특수교육공학, 교사지원, ICT, special education technology, teacher support