2006, Vol.7, No.3

Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96

pISSN : 1598-060X / eISSN : 2734-0090
https://journal.kci.go.kr/jsped

The special education field is using diverse technology to provide quality educational services to students with disabilities. To make such technology approach effective in improving the learning and living of students with disabilities, both general technology and assistive technology should be considered, and technology devices and services should be determined and used through appropriate systems and methods. Since assistive technology devices and services, in particular, have a crucial influence on overall areas of students with disabilities such as education, daily lives, and occupational activities, they should be selected and provided in accordance with appropriate systems and strategies in comprehensive consideration of needs and environments of students with disabilities. Against such backdrop, this research focused on the research and development a delivery system model designed to provide appropriate assistive technology to students with disabilities in the special education school. The specific purpose of this research is as follows : First, the research aim to research and analysis previous models and studies about assistive technology delivery to provide appropriate assistive technology Second, the research aim to survey the experience and requirement of assistive technology devices and services were surveyed targeting 40 special teachers experienced in using assistive technology, 30 parents. Based on the result of these surveys, presented was a direction for the development of delivery system for special schools to provide appropriate assistive technology devices and services to students with disabilities. Third, the research aims to develop an assistive technology delivery system designed to systematically provide assistive technology to students with disabilities.

The purpose of this paper was to propose the strategies for proactively changing the riryo education system in Korea. The first section reviewed the riryo education system in Japan and Korea, respectively. The next section identified the major problems with the current system in riryo education, such as high school curriculum inappropriate for career guidance of students with visual impairments, riryo content unmatched with the academic readiness of such students, challenges in the guidance of adult students, low level in the academic degrees of masseurs, inadequate educational resources in massage training centers, and the absence of research and higher education in the area of riryo. The following section proposed three strategies for restructuring the riryo education system as follows: (1) implementing the general track of curriculum in high school; (2) training masseurs and acupuncturists at the riryo department in the level of high school; and (3) establishing a higher education institution in the area of riryo.

Estimation of premorbid intelligence is often required in the context of testing adults as well as children. However, no prior study has yet developed a method of estimating premorbid intelligence in children. The aim of the present study was to develop a method of estimating premorbid intelligence based on school records. With this aim, we administered KEDI-WISC to 130 children. There was a significant correlation (.725) between FIQ and school grade. Based on this correlation, we developed two methods of estimating children's premorbid intelligence. First, we developed a regression formula in which school grade is the predictor and FIQ is the predicted variable. With this regression method, the proportion of the sample in which the estimation error was ≤±5, ≤±10, and ≤±15 was 42%, 66%, and 86%, respectively. Second, we developed an estimation method using the average FIQ of children whose school grades are in the comparable range. With this categorization method, the proportion of the sample in which the estimation error was ≤±5, ≤±10, and ≤±15 was 40%, 71%, and 88%, respectively. Discussion includes how much difference between predicted premorbid FIQ and postmorbid FIQ is required to diagnose 'intelligence decline'.