2010, Vol.11, No.3

A study on international comparison of nation (state)-level curriculum and school-level curriculum: Focusing on reflection of special education needs(based on school for the visual impaired)

이덕순 | 2010, 11(3) | pp.1~29 | number of Cited : 3

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This study conducted a comparative analysis on a nation (or state) -level curriculum and a school-level curriculum focusing on the example of schools for visual impairment in various countries including Korea, and has its purpose of providing implications for organization and improvement in special education curriculum in Korea. For the purpose of this, this study reviewed the relationship of nation(state)-level curricula with school-level curricula in each country, the courses and the organization of academic activities. The subjects of this study are the nation (state)-level curricula in 5 countries such as Korea, the U.S, the U.K, Japan and Australia and the curricula of five schools for visual impairment selected by the relevant country and state. Such analysis has been conducted focusing on a plan that can reflect the needs on special education according to the properties of impairment in organizing nation-level curricula and school-level curricula. The results of study are as follows: firstly, the reflection of the needs for special education according to the properties of impairment in each country over the world has significant implication to the current curricula for special education in Korea which have no structure that can realize the needs for special education according to the properties of impairment, regardless of the type, when compared to Japan case where the activities or courses necessary for students requiring special education are organized in its nation(state)-level curricula or the U.S, the U.K and Australia’s cases where the nation(state) -level curricula are organized for securing the schools’ discretion of operation; secondly, the additional curricula of special education must be designed to reflect the needs for special education according to the properties of impairment; thirdly, it is recommended that the organization and operation of such additional curricula according to the properties of impairment can be operated through ‘creative experience activities’ under the current educational course, rather than the establishment of new course or organization.

An Examination of Validating the Growth Rates for Phonological Awareness and Fluency within an Response to Intervention: An Application of Latent Growth Modeling

여승수 , Hong, Sung Doo , Kim, Dongil and 1 other persons | 2010, 11(3) | pp.31~49 | number of Cited : 4

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A Content Analysis Concerning Disabilities in High School English Textbooks of the revised 7th National Curriculum

민선영 , Kim, Jakyoung , Kang Hye Jin | 2010, 11(3) | pp.51~76 | number of Cited : 4

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The Effects of a Family-Focused Transition Program on the Self-Determination of the High School Students with Disabilities, Their Parents’ Stress, Parenting Efficacy, and Family Empowerment

정지희 , Jiyeon Park | 2010, 11(3) | pp.77~101 | number of Cited : 43

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A Longitudinal Analysis on the Grammatical Development by the Utterances of Hearing-Impaired Preschoolers

서영란 | 2010, 11(3) | pp.103~127 | number of Cited : 0

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Investigation for Management Plan of Introduction to Special Education Course for Enhancement of Pre-Service Teachers’ Competency for Inclusion: Based on Analysis of Syllabi from the Universities in the US

손승현 , 서유진 , 나경은 | 2010, 11(3) | pp.129~161 | number of Cited : 42

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A study on language ability and reading ability of children with reading disability

WOO JEONG HAN , 김상선 | 2010, 11(3) | pp.163~183 | number of Cited : 20

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The Effects of Traditional Play Activities on the Social Interaction of Children with Disabilities and on the Attitudes of Peers and a General Teacher

이성용 , 김진호 , cha, jaekyoung | 2010, 11(3) | pp.185~208 | number of Cited : 8

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A Study on Language Development Characteristics of the Preschool Children in Multicultural Family

김화수 , 이은경 | 2010, 11(3) | pp.209~226 | number of Cited : 47

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How Special and General Education Teachers See Education? Its’ Impacts on their Teaching Practices and Mutual Understandings

Jeong, Eun-Hee , Yusung Heo | 2010, 11(3) | pp.227~251 | number of Cited : 9

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A co-opp Proposal for Bridging the gap between Special School and Regular School Curriculum

강성종 , Yong-Wook Kim | 2010, 11(3) | pp.253~278 | number of Cited : 10

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The Effect of Mother’s Mathematics Instruction Using Touchmath Program and Direct Instruction on Addition Computation Performance of Children with Intellectual Disabilities

김영임 , Kim, Eun-Kyung | 2010, 11(3) | pp.279~304 | number of Cited : 18

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School performance of children received cochlear implantation under age of five

허민정 , Lee-Suk Kim | 2010, 11(3) | pp.305~337 | number of Cited : 14

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Review of Trends and Future Directions in Research regarding Secondary Inclusive Education in Korea

Suk-Hyang Lee | 2010, 11(3) | pp.339~369 | number of Cited : 71

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An Examination of Elementary Teachers’ Knowledge of ADHD, Attitudes Toward Including Children with ADHD, and Use of Behavior Management Strategies

정종성 , 최진오 | 2010, 11(3) | pp.371~393 | number of Cited : 47

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A Study on Needs of ‘Support-System for Family with disabled Child’ and politicalㆍinstitutional Improvement for Quality Improvement of Life of Family with disabled Child’

김영숙 | 2010, 11(3) | pp.395~418 | number of Cited : 30

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The birth of children with disabilities effects on parents of children with disabilities, non-disabled brothers and sisters, namely, members of a family. And disabled child’s families experience various conflicts each other in one’s home, for example, marital conflict, conflicts between parents and disabled child, conflicts between parents and non-disabled child and conflicts between disabled child and non-disabled brothers and sisters in everyday life. The family members of disabled child share the responsibility of nurturing disabled child. Therefore, the family with disabled child has more stress and trouble than family with non-disabled child. So, the problems in various aspects of family with disabled child can be resolved through politicalㆍinstitutional support for family with disabled child based on sharing social responsibility. Since 2007, policies for ‘support for family with disabled child’ of 「Health and Family Support Centers」 are carried out according to undertaking for support for family with disabled child, but concerning this support, several problems have been pointed out. In this study, situations of ‘support system for family with disabled child’ for improvement about quality of life for family with disabled child would be explored and concerned on that, problems and ways to improve of support should be presented. So, the improvement of ‘support for family with disabled child’ in order to quality of one’s life of family with disabled child could be seen as follows. First, the ‘support for family with disabled child’ ought to be practiced according to the needs of family members(children with disabilities, parents, non-disabled brothers and sisters etc.). Second, the ‘support for family with disabled child’ ought to be practiced considering to financial support for family with disabled child(another free day care and treatment increased support for child with disabilities etc.). Third, the ‘respite care’ and the ‘Personal Assistance Support System’ ought to be expanded regardless of disability rating and time to everyone. Forth, the pension system for disabled person ought not to be based on disability rating but income level of person with disabilities. Fifth, ‘long-term care support system’ ought to be expanded for all disabled people.

The difference in Evaluations between Teachers and Parents on Mental Retardation’s adaptional behavior

박원경 , Choi, Sung Kyu , 정승희 | 2010, 11(3) | pp.419~440 | number of Cited : 3

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The objective of this research is to study the difference of evaluation between teachers and parents on mental retardation according to their gender, age, and intelligence by using K-SIB-R(Korean-Scales of Independent Behavior-Revised). The subjects of study are parents and teachers who have children of mental retardations. The totally used 148 questionnaires for statistics. The K-SIB-R questionnaire, used for this study, are for the checking of general independence behavior and abnormal behavior. The subjects of K-SIB-R are originally parent of mental retardation. But teacher must be one of important observes for mental retardation related with school life. So this report researched which will be able to generalize an adaptional behavior evaluation with only recognition of the parents. The results are as following. First, The adaptional behavior, general independence behavior and abnormal behavior were not difference according to their gender of children. According to age the adaptional behavior were not difference. But the general independence behavior were statistically difference in the group which children are between 4 years 2 months old and 7 years 1 months, and abnormal behavior were difference in the group of 10 years 4 months or more years old. Finally, according to intelligence the adaptional behavior were statistically difference in the group which the intelligence of children are between 40 and 55, and then 56 and 70. And the general independence behavior were not difference statistically in the group which intelligent score of children are 40 or more than, but were difference the group under 40 score of intelligent. And abnormal behavior were statistically difference in the group which the intelligence of children are between 40 and 55, and then 56 and 70. Second, the rating between the parents and teachers showed statistically a similar correlation results. Therefore, on the basis of this research data, the evaluation of parents using K-SIB-R is enough to analysis on normal behavior for mental retardation. If not only the test of parents also teachers are possible, they will be more accurate and objective evaluate for adaptional behavior of mental retardation.

A research review of collaboration between special education teachers and general education teachers

권현수 | 2010, 11(3) | pp.441~468 | number of Cited : 27

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As more and more students with disabilities have been included in general education classrooms, there are enormous needs for collaboration of educational professionals, especially teachers. Collaboration between highly qualified teachers who are well prepared for teaching in inclusive educational environments are necessary not only for students with disabilities but also for students without disabilities. In this paper, the author look into the research papers about collaboration between special education teachers and general education teachers to analyze current trends in research about teacher collaboration as well as to find out how teacher collaboration is described in research papers. As a result, the author reported that the study about teacher collaboration started after year 2000 and mostly studied about theoretic background. The main purpose of collaboration was to achieve the successful inclusion in schools. Students’ academic achievement as well as social development were improved and teachers’ perception about collaboration and inclusion changed positively as a result of collaboration. However, most of studies did not report about specific details in collaboration such as plans about time scheduling, support systems, and skills and strategies those were used in collaboration. Therefore, the author suggested that the research about teacher collaboration would be improved in several ways: (1) there should be more studies about various purpose and roles in teacher collaboration, (2) it is important to report research process and describe details about manage plans, skills, and strategies, (3) it is necessary to control the quality of participants and evaluate the results by rigorous standards, and (4) there should be more future studies to develop the effective teacher collaboration programs that reflect the real demands and educational situation in schools.

Developmental Changes of a Deaf Infant with Severe and Multiple Disabilities by Interactive Training Between Mother and Infant

박미정 , Jaekweon Chung , 박경란 | 2010, 11(3) | pp.469~492 | number of Cited : 7

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The Study on the Satisfaction Degree of Students with Disabilities and the General Students at the Dormitory Facilities in D Universities

Lee Hae-Gyun | 2010, 11(3) | pp.493~525 | number of Cited : 3

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A Survey Study of the Leisure Activities in Middle and High School Students with Hearing Disabilities

옥정달 , Byeong Chen Yoon , Jang Soon Yoo and 1 other persons | 2010, 11(3) | pp.527~549 | number of Cited : 18

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The Effect of Picture Book Reading Strategy Training on Verbal Interaction Styles and Interactive Reading time between Mothers and Preschoolers with Developmental Delays

권미은 , Shin, Hyunki | 2010, 11(3) | pp.551~581 | number of Cited : 11

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An Investigation of Special Education Graduate Students’ Perception on Co-teaching for Special and Regular Education Integration

SANG-SU BAEK , JUNG-SOOK OH | 2010, 11(3) | pp.583~612 | number of Cited : 11

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KJCKorea
Journal Central

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

2010, Vol.11, No.3