2009, Vol.10, No.4

Learning disability is a field of special education, but because of its relatively short history and basis, it has more problems than other disability fields. Particularly diagnostic evaluation is one of the most difficult problems. With the establishment of “Act on the Special Education for Disabled People,”the task of diagnosis and evaluation has moved from individual schools to the special education support center of local offices of education, still there remain many problems. This study has intended to suggest effective ways for diagnosis and evaluation for learning disabled children on the basis of the survey on the realities of diagnosis/evaluation in special education which is planned by the special education support center of local offices of education. For this purpose, a survey by questionnaire was conducted of the persons in charge of the diagnosis and evaluation at 40 local offices of education nationwide. The main results of the study suggests as the following: First, the diagnosis and evaluation of learning-disability is conducted based on intellectual ability and learning ability; the largest number of people in charge of diagnosis and evaluation were special education teachers of special schools or the like; trained people who can treat such diagnosis and evaluation are short in number; the terms in learning disability need to be defined accurately and effective evaluation tools must be presented for improved diagnosis and evaluation; more specialized persons have to be secured for the diagnosis and evaluation at special education support centers at the offices of education. Second, the selection of the children for special education is conducted based only on intellectual ability, learning ability and foreclosure norm. Thus, the selection of those for special education requires a clear standard of the state level.

Survey on the Practice and Perception of Elementary School Special Education Teachers on Community-Based Instruction

조수현 , Kim, Eun-Kyung | 2009, 10(4) | pp.149~178 | number of Cited : 3

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The Practice of Middle and High School Teachers’Problem Behaviors Intervention Use

최진오 | 2009, 10(4) | pp.179~202 | number of Cited : 18

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Deaf Culture and Deaf Studies: The Phenomena and Issues in South Korea

Byung-Ha Kim , 박경란 , Lee， Jung Ok | 2009, 10(4) | pp.203~223 | number of Cited : 8

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The influences of abuse on development of child’s bodyimage- A case of Dona Williams with autism -

Cheong, Eun , 신민정 | 2009, 10(4) | pp.225~244 | number of Cited : 2

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Stress and A proper step of the Mother who has a Children with Physical Disability

Jaekweon Chung | 2009, 10(4) | pp.245~265 | number of Cited : 29

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Analysis on Characteristics of Social Skills of Students below Normal Visual Acuity Grouped by Degree of Visual Acuity

Sunhi Bak | 2009, 10(4) | pp.267~286 | number of Cited : 3

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Analysis of Transition Factors for Special Classes Students in Secondary School

정윤우 , Chung Dong-young | 2009, 10(4) | pp.287~314 | number of Cited : 15

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A Effects of Mother’s Korean Abilities on their Children’s Korean Abilities in Multi-cultural Family

최현욱 , Hwang Bo-Myung | 2009, 10(4) | pp.315~329 | number of Cited : 70

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Comparison of Characteristics in Generative Naming for School-Aged Children of Multi-cultural Family and School-Aged Children of Ordinary Family

김화수 , 김지채 , 권수진 | 2009, 10(4) | pp.331~360 | number of Cited : 18

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Writing Motivations and MetaCognitive Knowledges of Students Who are Deaf and Hard of Hearing

Youngwook Kim , 한효정 , 김호정 | 2009, 10(4) | pp.361~376 | number of Cited : 5

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Effects of Stimulus Complexity, Attention Mode & Age on Dichotic Digit Tests

전아름 , Jang, Hyunsook | 2009, 10(4) | pp.377~395 | number of Cited : 5

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The purpose of this study aimed to investigate auditory processing abilities in the adults and school-aged children by measuring effects of stimulus complexity, attention mode, and age on the dichotic listening tests. Korean digits (1-10, except 2) spoken by a male speaker were used in dichotic listening paradigms. Dichotic digit tests were conducted in a hierarchical set of dichotic digits (one-, two-, three-, or four-digit pairs) and attention modes (Free-recall, Precued-Rt or Precued-Lt). Twenty adults (aged 20-28 years) and sixty school-aged children (aged 7-12 years) participated in this study. The results of this study were summarized as follows; First, recognition performance decreased as the complexity of the dichotic digit tests increased. There were no significant recognition differences between one- and two-digit conditions. However, recognition performance decreased significantly with increased from three to four pairs. Recognition performance showed larger for the right ear than for the left ear. Second, there were no significant differences among the three attention modes. The REAs in all attention modes were obtained except for the Precued-Lt condition with three-digit pairs. Third, as the age increased from 7 to 12 years, recognition performance increased significantly from 67.00% to 94.25% for the right ear and from 53.00% to 91.50% for the left ear in the two-digit pair conditions. The REA decreased with age. There was no significant REA at the age of 10 years in the two-digit pair conditions and recognition performance approached the adult level at the age of 12 years. Dichotic listening tests are one of the most sensitive batteries for the evaluation of central auditory mechanism and processing. This study examined parameters of dichotic listening tests and the results suggest that the dichotic listening tests can be usefully applied for the evaluation of central auditory processing in the Korean school-aged and adult populations.

General Education Teachers’Recognition for the Effective Inclusion Practices in High School

주미경 , 김정연 | 2009, 10(4) | pp.397~420 | number of Cited : 25

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A Study on the Relationship Between Specialty Perception, Job-Stress, & Teaching Efficacy of Teachers at Special Schools for Students with Physical & Multiple Disabilities

Kim, Young Han | 2009, 10(4) | pp.421~439 | number of Cited : 16

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The Effect of School Organizational Conflict on Teacher Empowerment and Organizational Effectiveness of Special Teachers

남인수 | 2009, 10(4) | pp.441~470 | number of Cited : 15

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The purpose of this study was investigate the effect of school organizational conflict on teacher empowerment and organizational effectiveness of special teachers. The data were collected through a questionnaire written by a sample of 443 teachers working at middle and high school in Daegu and Kyungbuk province. The scales used in this study were School Organizational Conflict Scale by Sin(2007), Teacher Empowerment by Lee(2005), and Organizational Effectiveness Scale by Na(2006). The results of this study were as follows; First, in according to teacher groups, regular school teachers perceived higher school organizational conflict than special school teachers. And, in both teacher’s empowerment and organizational effectiveness, special school teachers perceived higher school organizational conflict than regular school teachers. In according to gender, there was difference partly between male teachers and female teachers in the school organizational conflict, but there was no difference between them in the total school organizational conflict. Female teachers perceived higher teacher empowerment than male teachers, and female teachers perceived higher organizational effectiveness in only job satisfaction than male teachers. In according to teaching career, there was difference between teaching careers in all of the subscale of school organization conflict. And there was difference between teaching careers in all factors including decision making, professional growth, self-efficacy, autonomy, and impact among the subscales of teacher empowerment except for status. Also there was difference between teaching careers in only job satisfaction among the subscales of organizational effectiveness. Second, among the subscales of school organizational conflict, the conflict with school administrators negatively influenced decision making, status, professional growth, impact, and autonomy, but the conflict with students positively influenced decision making, impact, and autonomy. Third, among the subscales of school organizational conflict, the conflict with school administrators negatively influenced job productivity. And the conflict with associate teachers negatively influenced job satisfaction. Forth, among the subscales of teacher empowerment, both status and self-efficacy positively influenced job productivity and organization commitment, and professional growth positively influenced job satisfaction.

The Qualitative Research for Reality, Problems, and Future Direction on Inclusion for Students with Hearing Impairment

김선애 , Choi, Sung Kyu | 2009, 10(4) | pp.471~490 | number of Cited : 39

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The Effects of the Physical Activity Program based Physical Education Subject at Special School on the Body Composition of Obese Children with Mental Retardation

Youngchul Lee , 신은희 | 2009, 10(4) | pp.491~514 | number of Cited : 4

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The Impacts of Instructional Adaptation in Agricultural Subjects on the Class Participation and Task Solving Abilities of Students with Mental Retardation

공정희 , Kang, Minchae , Kwak Seung Chul | 2009, 10(4) | pp.515~535 | number of Cited : 9

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Impact of Emotional Intelligence on Teacher Efficacy and Teaching Performance in Special Education Teachers

Jae won Lee , 윤지희 | 2009, 10(4) | pp.537~563 | number of Cited : 11

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Executive Functional characteristics of Children with Learning Disability, Children with Attention Deficit Hyperactivity Disorder, and Children with Normal

송찬원 | 2009, 10(4) | pp.565~590 | number of Cited : 21

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KJCKorea
Journal Central

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

2009, Vol.10, No.4