2011, Vol.12, No.3

The purpose of this study is to find out the relationships among the important variables that affect the social development of young children and analyzed a total of 360 articles of teacher and parents of young children with autistic disorder. The data were analyzed with structural equation modeling analysis by using SPSS(ver. 14.0K) and AMOS 4.0. Conclusion which is based on above mentioned debated study result follows: First, analyzing relation of social skills of children with autistic disorder and individual internal variables(grade of autism, problem behavior). Grade of autism proved it affects direct influence to social skills of children with autistic disorder. Second, analyzing relation of social skills of children with autistic disorder and environmental variables(interaction of families, mother’s affectionate breeding attitude, mother’s refusal breeding attitude, interaction with teachers). Interaction with teachers proved it affects direct influence to social skills of children with autistic disorder. Third, analyzing the relation between individual internal-environmental variables of children with autistic disorder, mother’s refusal breeding attitude approved as it affects direct influence to children’s problem behavior. Fourth, analyzing relation of social skills and individual internal-environmental variables of children with autistic disorder, grade of autism which is individual internal variables of children with autistic disorder approved as it affects direct influence to social skills of children with autistic disorder, and also it affects indirect influence to social skills of children with autistic disorder by intermediating Interaction with teachers. Interaction with teachers which is environmental variables approved as it affects direct influence to social skills of children with autistic disorder.

A Qualitative Study on the Implementation and Operation of Individualized Education Plan in Special School for Students with Hearing Impairments

박인수 , 권요한 | 2011, 12(3) | pp.149~181 | number of Cited : 19

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Based upon the research outcomes and debates, the study yielded the conclusions as follows. First, the managers and teachers alike of special schools for students with hearing impairments perceive that the individualized education plan itself is a necessary constituent factor for an obligation of educating the students with hearing impairment as well as a way to establish the obligation. It can be said that the individualized education plan was created as a basis of management for administrators, a formalized plan for teachers, and a learning opportunity for students. Second, the educational curriculum of special school for students with hearing impairments is operated upon the reconstruction of a national level of educational curriculum by reflecting the current state of each school and students concerned, and in case of a class level, the individualized education plan is implemented and operated by systematizing the format in order to strengthen the links with a school level of educational curriculum and thus contribute to the education for the whole man. Individualized education support teams consist of the teams for schools and for students respectively. For the effective drafting and operation of individualized education plan, the development of various software packages easy to use in educational fields and activation of on-campus network for effective operation of individualized education plan as well as administrative and financial supports and changes in teachers’ perception are needed. In addition, a long run evaluation on individualized education plan and consistent and regular basis of individualized education support team communications may lead to ensure the internal stability of individualized education plan. Moreover, the comprehensive and structural approaches and involvements to the education for hearing impaired students by local community and relevant experts as well as teachers and parents concerned mean the quality improvement of educations for the students with hearing impairments.

Analysis of Changes in Teacher Competency for Inclusion among Pre-service Teachers at Secondary Level Through Introduction to Special Education Course

나경은 , 서유진 | 2011, 12(3) | pp.183~212 | number of Cited : 38

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A Meta-Analysis of Video Modeling Interventions for Evidence-Based Practice

이성용 , 김진호 | 2011, 12(3) | pp.213~237 | number of Cited : 33

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Development Web Based Response to Intervention Diagnosis-Evaluation Model for Diagnosing Mathematics Learning Disabilities

김용욱 , 김영걸 , WOO JEONG HAN | 2011, 12(3) | pp.239~273 | number of Cited : 9

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Investigating Curriculum to Normalize Deaf Education

KANG CHANG WOOK | 2011, 12(3) | pp.275~297 | number of Cited : 19

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A Survey on Current Status and Teacher’s Perception of Social Studies Curriculum for Students with Physical Disabilities

Lee, Mikyung , 김주홍 , Park Jae Kook and 1 other persons | 2011, 12(3) | pp.299~325 | number of Cited : 13

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The Analysis of Accessibilities of Students with Low Vision to Contents in Math-Digital Textbooks and Utilizing Satisfaction -the case of sixth-grade math circles and cylinders-

강보순 | 2011, 12(3) | pp.327~349 | number of Cited : 7

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The effects of theinclusive intervisiting program on the gifted secondary school students’ multidimensional attitudes towards people with disabilities

박영준 , 권혁용 , Lee Hae-Gyun | 2011, 12(3) | pp.351~377 | number of Cited : 1

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The Process and Implications of Special Education in Community-Based Inclusive Education : Focused on Pohang M Nursery

김용욱 , 송정희 , Byung-Ha Kim | 2011, 12(3) | pp.379~403 | number of Cited : 4

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This research, carried out by M nursery for 12 years, is concerned with the application and analysis of Community-Based inclusive education as well as the examination of its implications. 2 disabled parents, 2 school teachers, 2 non disabled children and 2 local residents participated in deeply unstructured interviews with the analysis of documents also aiding the research. The questions included the application of background and context, experience, change of thought, the relationship with the local society after the event, thus encompassing a broad range of possibilities. The results of the research included the following, Firstly, the method of management by M nursery has changed from skill specific to human specific method. Secondly, although normally participated by solely non-disabled and local residents of acquaintances, now all people from Pohang will participate. Thirdly, usually the participants’ role such as that of school teacher, included improving the skill of disabled children, yet now non-disabled and local residents’ duty as teaching assistants has been emphasized, and later on, the role of guidance for teachers, role of friends for the non-disabled, the role of companion for the local residents were emphasized. The special educational undertone of the results deduced from this research shows that; first, the Inclusive Education centered on local region has effects in socializing the disabled children. Second, through participation of the non-disabled, the prospect for Inclusive Education plan has been widened. Third, it can be interpreted that accumulated experience of educational contents exposed to the outside brought on the qualitative changes between this mutual relations. For this to be executed, special education support should do more for regional education and corporation. Secondly, the education of disabled should become an area of greater interest of the locals.

A Comparative Study on Neuropsychological Working Memory Characteristics of math learning disability and normal children: Based on ‘Rey-Kim memorial Test for children’

송찬원 | 2011, 12(3) | pp.405~427 | number of Cited : 5