2009, Vol.10, No.3

The Financial Literacy of the Deaf and the Reality of their Financial Management

전은수 , Byeong Chen Yoon | 2009, 10(3) | pp.1~15 | number of Cited : 3

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A Study of postposition misuse by university students with hearing impairments

옥정달 | 2009, 10(3) | pp.17~34 | number of Cited : 2

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This study explores the postpositions in sentences that thirty two hearing impaired collage students made out. The sentences are analyzed with T-test using SPSS 12 to find out the difference between regular school graduates and special school graduates. The result of this study is summarized as follows. First, there is a ranking difference between the regular school graduates and special school graduates in their postposition misuse such as replacement, omission, and addition. However, there is no significant difference between the incidence in postposition misuse of regular school graduates and that of special school graduates. In the case of special school graduates, their postposition misuse was similar to the special elementary, middle and high school students’. In the case of regular school graduates, the result was different from the special school graduates’. Second, there is a ranking difference between the regular school graduates and special school graduates in their subjective postposition, objective postposition and adverb postposition misuse. However, there is no significant difference between the incidence in those morphemes misuse of regular school graduates and that of special school graduates. Besides, in the case of replacement in morphemes misuse, there is a ranking difference between the regular school graduates and special school graduates. On the other side, there is no significant difference between the incidence in replacing each morpheme misuse of regular school graduates and that of special school graduates. In the case of special school graduates, their morphemes misuse was similar to the special elementary, middle and high school students’. However, in the case of regular school graduates, the result was different from the special school graduates’. In conclusion, there is a typical pattern in postposition and morphemes misuse of hearing impaired college students using sign language. Compared with a speech education environment, the sign language shows no significant difference in students’postposition and morphemes use ability. It means that the sign language doesn’t interfere with their language acquisition.

A defectological approach to the Development of children with retardation

Eun Cheong | 2009, 10(3) | pp.35~53 | number of Cited : 16

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The Satisfaction Degree with the Computer Education Condition of the Students with Visual Impairments in Middle School

도현지 , Lee Hae-Gyun | 2009, 10(3) | pp.55~80 | number of Cited : 0

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An exploratory study of differences in social support, perceived caregiving control and depressive symptoms among mothers of persons with intellectual disability across the life span

Kim, Kyo Yeon | 2009, 10(3) | pp.81~107 | number of Cited : 21

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Personality Variation Depending on Attachment Types of Adults

Ju-Young Woo | 2009, 10(3) | pp.109~127 | number of Cited : 7

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Studies on the factors of psychopathology are constantly increasing. Especially attachment is required for babies to master development milestones. It is also one of the important elements to lead a sound social life later. It is the representation of personality shaping and interpersonal relation patterns. Therefore this study tries to explore if there is any personality variation depending on adult attachment. MMPI is given to the subjects of 314 college freshmen, a normal group of 236 and a clinical group of 78. This study uses both the revised edition(Oh Jin-ah, 2007)of ECRS; Experience in Close Relationship Scales(Brennan, 1998) and Kim Young-hwan’s version(1989). ANOVA study analysis is employed, and it explores the group variation. Scheffe analysis is also employed for post-hoc analysis. The results are as follows. First, in the normal group, there are some differences of depression, paranoia, and psychasthenia between security attachment and fearful-avoidance attachment. Second, in the clinical group, there are some differences of depression, paranoia, and psychasthenia between security attachment and fearful-avoidance attachment. There are some differences in schizophrenia between preoccupation and fearful-avoidance. There also exist some differences in paranoia and social introversion between security, fearful-avoidance and dependance. This study finds out that there are some differences in depression, psychasthenia, and social introversion between security attachment and fearful-avoidance attachment. In the clinical group, there are some differences depending on the attachment types. Among the insecurity attachment types, fearful-avoidance attachment type can be the one of the most important indices for psycho-pathological personalities. Therefore this study indicates that attachment types can play a great role in setting the therapy strategies.

Analyzing the Transcription Patterns of Visual Materials in Middle School Braille Social Study Textbooks

박정은 , Kim, Young-il | 2009, 10(3) | pp.129~157 | number of Cited : 12

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An Ethnographic Case Study on the Development and Operation of Yahaks for the Disabled: Focused on Two Yahaks

김용욱 , 하상근 | 2009, 10(3) | pp.159~186 | number of Cited : 19

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This study purposed to examine the developmental process and major issues related to operation of Yahak for the disabled and to suggest their implications for special education. Yahak have provided education to the grass-roots over 11 decades in our country. In movements for the disabled, the slogan “Nothing about us without us” became prevailing, and Nodle Yahak and Jillalabi Yahak for the disabled were established respectively in 1993 and 2000 when activists conducted a series of progressive movements for the disabled. Disabled people were eager for learning, and the two Yahaks played a central role in Korean movements for the disabled by conducting a campaign for disabled people’s right to mobility when the Oeido station incident took place. The Yahaks offered hands-on culture programs as part of their extra curriculum to step up the change of the legal system and local community, and tried to serve as communities that could create a new life. Currently, there are about 30 Yahaks for the disabled in our country, which organized the National Association of Yahak for the Disabled to find a way out of their operating difficulties and attempt to turn into lifelong education institutions under the Act on Special Education for People with Disabilities. Yahaks for the disabled have posed problems to our society and institutional education and sought after possible alternatives against all odds, and they have some implications for special education. First, the existence of Yahaks is evidence of the institutional vulnerability of special education. Second, there haven’t been full-fledged efforts to provide special education to disabled adults who are past the legal school age. Third, they offer hope for the possibility of education without being restricted by place and make it possible to go beyond the boundary of school. Today, we are living in society where the importance of lifelong education is highly emphasized. In the situation, it is an undeniable requirement to provide new programs and contents of education for meeting the desires to learn and lead a new life in people with disabilities who have grown into adults with few opportunities even in public education. Yahak’s criticism of public education and their concept of alternative suggest challenging tasks to planning and practicing lifelong education for people with disabilities in special education, which has educated school aged people with disabilities until now, and provide important opportunities for expanding its denotation and expertise.

An Analysis on the Relationship among Recognizing a Relation with Children with Disabilities, Self-Efficacy, and Burnout of Inclusive Class Teacher

오원석 , 이종배 , 이성호 and 1 other persons | 2009, 10(3) | pp.187~211 | number of Cited : 32