2010, Vol.11, No.1

A Study on the Effects of Play Based Eurhythmics on the Sensory Processing Ability of Students with developmental Disorder

Lee Jung Sook , 안순영 | 2010, 11(1) | pp.1~23 | number of Cited : 7

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The Study on Identifying the Competencies for Special Education Teachers in the Blended Learning

JUNG-SOOK OH | 2010, 11(1) | pp.25~46 | number of Cited : 12

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Difficulties in teaching in mathematics lessons and perspective on teacher education for new special education teachers in general school

박경옥 , Lee, Byounghyuk | 2010, 11(1) | pp.47~73 | number of Cited : 29

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This study on special education training for new teachers is two fold. One aspects to address difficulties in teaching mathematics to special need students. The other explores the problems in training new special education teachers ‘how to’implement effective teaching strategies for mathematics in the special needs classroom. The subjects were 8 special education teachers (4 elementary and 4 secondary) who have been working for less than two years, and the methodology was focus group interview. The contents of interview were transcribed, coded, and then analyzed. The difficulties in mathematics lesson were as follows: 1) At the lesson planning step, special education teachers presented the trouble in students’current level evaluation, the lack of expertise in mathematics education, and the difficulties in setting annual planning and objectives for individualized education. 2) At the lesson implementing step, special education teachers posed the lack of knowledge in teaching, learning, and teaching strategies, the difficulties in level-based lesson and time allotment, the shortage of educational materials, and the insufficient time to prepare educational materials and teaching tools. 3) At the lesson evaluating step, special education teachers had difficulty in objectively evaluating students’mathematics achievement because of the large individual differences. For the better mathematics lesson, the subjects wanted to ameliorate both the pre- and in-service training. First, to enhance the pre-service mathematics education for children with disabilities, there should be change in the curriculum of pre-service training in the university. Also, special education teachers proposed that the procedure of teacher qualification be strengthened. Second, the subjects recommended in-service training which were based on real case and problem-solving scenarios. They suggested the collaboration of special education teachers with regular teachers as well.

Consideration of Labeling Children with Special Needs in the Special Education Academic World of the U.S.A.

이미숙 | 2010, 11(1) | pp.75~97 | number of Cited : 8

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A Diagnostic Study on Safety Education among Teachers at Special Schools for Youth with Mental Retardation - Based on a PRECEDE model -

Jae won Lee , Kwonil Kim , 임병훈 | 2010, 11(1) | pp.99~127 | number of Cited : 4

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According to the Severity of Stuttering Adults of Speed rate Characteristics Comparison Study

박진원 , Kwon，Do-Ha | 2010, 11(1) | pp.129~146 | number of Cited : 9

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Science interventions for Students with Learning Difficulties: A Research Synthesis

Ae-Hwa Kim , 박현 | 2010, 11(1) | pp.147~175 | number of Cited : 19

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A Study on Scholastic History of Education for the Hearing Impaired in Korea : From the late 19th century to 1970s

Byung-Ha Kim , 박경란 | 2010, 11(1) | pp.177~202 | number of Cited : 4

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This paper was conducted to present the scholastic history of education for the hearing impaired in Korea. For that, we made three periodic divisions of education for the hearing impaired in Korea. From introduction & formation (1909) to the end of 1950s were regarded as a embryonic stage, 1960s was regarded as time of coming into existence, and after 1970s was set as a developmental period. Yu Kil-Chun introduced Europeanand American education of the hearing impaired to our country for the first time on the document of AINWON(one of deaf asylum, 啞人院) in “Seo Yu Kyun Mun(西遊見聞, 1895)”by the late 19th century, and Yi Ik Min has learned visual speech at Chinese Gaeum(啓音) School for the deaf in 1908 with Hall’s help and has begun education for the hearing impaired in Pyeong Yang in the next year. Then a statistical survey of Korean blind & deaf was reported by the Social Welfare Institution(濟生院), and it provided the reality of the deaf-mute and social medical information for the first time under the rule of Japan imperialism. After Korea gained independence, ‘Hangul finger spelling’was made by Yoon Baek Won and it promoted communication skills of the students with hearing impairment. Rhee Ki Su earned a master degree of education for the hearing impaired from Gallaudet university for the first time as Korean in the middle of 1950s. The department of special education was established in college from 1960s at Korea Social Work College, and then teacher education for the hearing impaired was established by four years college level, but the early stage of researches for the hearing impaired focused more on audiology and health & medicine than an educational and psychology aspects. After deaf and hard of hearing children were dealt with in 「Introduction to Special Education」(Rhee, Tae Young, 1963) partially, a limited number of studies on oral speech & auditory training were performed by teachers at the field. However, after 70s, various educational researches were performed such as history, teacher education, inclusive education and the literacy ability of the hearing impaired. In particular, researchers have begun to show the interest to a study about psychological developmental characteristics of children with hearing impairment in the late 70s. But when judging from a viewpoint of scholastic history, we have no choice but to prescribe 1970s as beginning period of the educational study for the hearing impaired in our country compared with the outcomes of studies performed after the end of 1970s.

An investigation of pre-service special teachers’self-efficacy on teaching and learning science for the disabled students

이윤정 , Im, Sungmin | 2010, 11(1) | pp.203~216 | number of Cited : 14

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The Current State and Activation Strategy on ICT Uses in Visually Impaired Schools

Yoon-Mi Kim , Lee Hae-Gyun | 2010, 11(1) | pp.217~252 | number of Cited : 3

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The purpose of this study was to show the effects of ICT(information & communication technology) in education institutions for the visually impaired. The parts consisting of surveying and analyzing refer to the actual condition to use ICT, problems identification & solving, and activation strategy. In this study, I had to survey and analyze a questionnaire given to teachers working at specialized schools for the visually impaired. The questionaire analyzed the uses of ICT based on the teacher's gender, experience teaching, grade levels taught, in-service training and degree of visual handicap. Of the 240 given, 214 were analyzed. The results were as follows:First, ICT-based teachings were widely used among the teachers. ICT-based teachings were used more by elementary school teachers than middle and high school teachers. Furthermore, the teachers who had in-service training used ICT-based materials more than those who didn't. The male teachers who didn't use ICT-based teachings regularly said that their classes were not suitable for them and female teachers said they didn't have enough skills to use them. Usually male teachers made their own teaching materials with computers more often than female teachers. Female teachers frequently used ready made materials from the Internet or bought the materials more often than male. The teachers who had low vision usually made their own teaching materials by themselves more often than sighted teachers and teachers with visual impairment. Visual impaired teachers often borrowed materials from co-workers. In the part of using braille transcription software, male teachers had higher percentages of understanding than female teachers and low sighted teachers had higher abilities than sighted or visually impaired teachers. Also, High school teachers possessed the ability the software more than elementary or middle school teachers. In the section covering the abilities to use screen reader programs and teaching support equipment, female teachers had higher abilities than male, high school teachers had higher abilities than elementary or middle school teachers, and teacher with low vision and visual impaired teachers had higher abilities than sighted teachers. Typically, male teachers and high school teachers have higher computer usage abilities than female and elementary or middle school teachers. Second, the teachers who had low visual and visually impaired teachers felt low satisfaction about the software and content that was served to their specialized schools more than sighted teachers. It was shown that the software and content was enough in the schools, but the teachers' satisfaction towards them was not very high. Therefore, it seemed that there needed to be higher qualified materials to increase teachers' satisfactions of them. Third, most teachers wanted in-service training about making teaching materials which could be used in their classes directly. This study showed that to support effective ICT-based education, the software and content which is suitable for the students' special needs should be developed and served. Most teachers said that serving the electronic braille display to their students for free would be the most important device to facilitate ICT-based education. From this study, I have concluded that institutional support for ICT-based education in specialized schools is vital to develop and serve the materials which are suitable for the curriculum and special needs in visually impaired school.

The Comparison with Effectiveness of Parents education program and Teachers education program for children with ADHD

이정은 , Kim,Choon-Kyung | 2010, 11(1) | pp.253~276 | number of Cited : 8

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Process of Creation and Acculturation of Special Classes in South Korea: 1970 ~ 1974

곽정란 | 2010, 11(1) | pp.277~305 | number of Cited : 10

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The purpose of this study is to investigate the process of creation and acculturation of special classes from 1970 to 1974, thereby looking into the background behind the formation of the first special class and how it has changed thereafter. To establish this purpose, a primary literature research, site visits, and interviews with relevant people were conducted. The conclusion of this study is as follows:First, unlike what has been known so far, the special class in Daegu Chilsung Elementary School, the first special class for mentally retarded students, was formally included in the school system in 1970, not in 1971. This class was not spontaneously formed for educational salvage, it was made under the planning of those concerned with special education in Gyeongbuk, with an obvious goal of special education to guarantee education for mentally retarded students within an ordinary school. Second, special classes, which first started to be established in Gyeongbuk Province, was expanded in 1974 to the whole nation by the Department for Education, so their goal was characterized more by educational salvage than by special education. At that time general education was going through two sweeping changes: the expansion of mandatory education and the system of middle school entrance with no exam. During this process, the Ministry increased the number of special classes so that they could play a makeshift role of educational salvage, rather than taking education for poor learners and mentally retarded students. Furthermore, the organization employed special classes to discourage mentally retarded students from advancing to junior high schools. Third, special classes labelled poor learners mentally retarded. In addition, more emphasis was placed on educational salvage of poor learners, so education of mentally retarded students was largely neglected. As a result a large majority of the mentally retarded did not ender junior high schools. All the conditions above cemented the negative image of special classes and strongly influenced their identity in later years. For special classes to guarantee satisfaction of disabled students’individual educational needs and to play a role suitable for an era of integral education, new relationship with general education should be established and their original goal of special education at the time when their were first established should be pursued.

Kinderarten teachers’perception on language disorders and speech-language therapy

조금희 , 김화수 | 2010, 11(1) | pp.307~335 | number of Cited : 24