2013, Vol.14, No.2

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

pISSN : 1598-060X / eISSN : 2734-0090
https://journal.kci.go.kr/jsped

This research analyzed 9,557 Korean Sign Language(KSL) signs to investigate location and location constraints of KSL. The results are following. First, 46 locations and 47 location variants in KSL were found. This result reveal that types of locations of KSL are various more than previous studies’. Frequency of major locations area were 15 of head area, 12 of two hands relation area, 11 of torso area, 7 of arm area, 1 of neutral area. And minimal pairs, free variants, complementary distributions, and location appearance similarity(phonetic similarity) were also found in KSL locations. Second, there were location articulation constraints when single sign’s location change in KSL signs. If single sign’s first location is articulated in any 4 major location area(head, torso, arm, hand), last location is articulated in same major location area. And middle space of first location and last location in single sign was not a location or a variant but articulatory process. And location was restricted to 2 location in most single sign.

This study aims to examine the effects of self-resilience and the moderating effects of social support in order to promote school life adjustment of students with physical disabilities, and to prepare the ground for special education and social welfare practice. To achieve these purposes, an analysis \was made based on survey data with students with physical disabilities. T-test, and ANOVA was performed so as to investigate levels of school life adjustment depending on general characteristics of those surveyed, and a hierarchical regression analysis was made to test the moderating effects of social support. Research findings indicate that firstly, the levels of school life adjustment by those surveyed were statistically significantly different depending on age, school types, residential types, disability types, or whether social welfare facilities were used. And secondly, it was found that the positive effects of self-resilience on school life adjustment by students with physical disabilities were significant, and that the moderating effects of social support were significant in relation to the effects of self-resilience on school life adjustment. Based on these results, conclusions and suggestions were provided in order to promote school life adjustment by students with physical disabilities.

The purpose of this study was to compare the special class teachers’ perception toward deaf culture and multiculture. 400 special class teachers, hearing impaired students were studying, who were teaching at regular school in the level of elementary, middle, and high school were participated for this study. The questionnaire was constructed with 60 questions, and analyzed with factor analysis. Factor analysis, t test, correlation, and regression were utilized for this study. The results of this study were that: (a) the background factors such as age and teaching experiences were important to decide the perception toward deaf and multicluture. It meaned that younger special class teachers kept more positive perception rather than those of the older special class teachers. And the special class teachers indicated positive perception toward deaf culture; (b) the special class teachers indicated negative perception toward deaf culture; and (c) the special class teachers indicated more positive perception toward deaf culture rather than those of the multiculture. This study suggested that how to increase the special class teachers’ positive perception toward deaf culture and multiculture.