2013, Vol.14, No.3

Pre-service special education teachers’ perception of the competencies in the blended learning : The analysis of importance and preparation

JUNG-SOOK OH | 2013, 14(3) | pp.1~19 | number of Cited : 9

PDF

The purpose of this study is to identify the pre-service special education teachers’ competencies in blended learning. For this study, the list of 4 roles and 23 competencies that are required for special educators in blended learning were drawn from literature review of prior research. Based on the list, the survey was conducted to examine pre-service teachers’ perception of importance and their level of preparedness of the competencies. The results of the study indicated that respondents perceived that analyzing learner’s characteristics was the most important competency while they indicated they were least prepared to utilize various instructional media for the role of instructional designer. For the role of facilitator, they thought that giving appropriate feedback and encouraging student’s participation were the most important competencies but they thought that they were least prepared to provide differentiated interactions with the learners with special needs. For the role of technical supporter, they thought that constructing the unique system and interface to match to the characteristics of disability was the most important competency but they thought they were least prepared to provide differentiated communication methods to the disability type and level. Lastly, for the role of evaluator, the respondents perceived that the most important competency was evaluating the response and satisfaction of the learners but they thought that they were least prepared to establish the appropriate on and off line evaluation. The results of important-preparation analysis indicated that filed of special education need to develop teaching-learning strategy, to differentiate interaction strategy, to construct the system and interface, and to support communication methods that are appropriate for the characteristics of learners with special needs in terms of the competency in blended learning.

Analysis of Relationship between the Feature of Brain Preference and Learning Style of Preservice Special Education Teachers

Chung Jin-Ja | 2013, 14(3) | pp.21~47 | number of Cited : 5

PDF

The purpose of this study was to find out where there is a relationship in the features of brain preference and learning style of preservice special education teachers. The subjects in this study were 254 students in Special education major. The instruments used in this study were Brain Preference Indicator(BPI) and Learning Style Inventory(LSI). The results of the present study were as follows:First, the features of brain preference of the preservice special education teachers were left-brain preference by less then BPI 5.00 points, and were both-brain preferences by less then BPI 4.00 points and less then BPI 4.22 points. The preservice elementary education teachers were left-brain preference and both-brain preferences by less then BPI 5.00 points and less then BPI 4.00 points. And the preservice elementary education teachers were both-brain preference and right-brain preferences by less then BPI 4.22 points. The preservice secondly education teachers were left-brain preference and both-brain preferences by less then BPI 5.00 points, less then BPI 4.00 points and less then BPI 4.22 points. The preservice early childhood special education teachers were left-brain preference and both- brain preferences by less then BPI 5.00 points. And the preservice early childhood special education teachers were both-brain preferences and right -brain preferences by less then BPI 4.00 points and less then BPI 4.22 points. Second, the learning style of preservice special education teachers are high in order to accommodator, assimilator, diverger, converger. The preservice elementary special education teachers are in order to assimilator, accommodator, diverger and converger. The preservice secondary special education teachers are in order to accommodator, diverger and assimilator, converger. The preservice early childhood special education teachers are in order to accommodator, assimilator, diverger and converger. Third, the feature of left-brain preference was learning style of accommodator and diverger by less then BPI 5.00 points, less then 4.00 points and less then BPI 4.22 points. The feature of both-brain preference was learning style of accommodator and assimilator by less then BPI 5.00 points and less then 4.00 points and less then BPI 4.22 points. The feature of right-brain preference was learning style of assimilator and diverger by less then BPI 5.00 points and less then 4.00 points was learning style of assimilator and accommodator by less then 4.22 points. The preservice special education teachers of left-brain preference were learning style of accommodator and diverger. The preservice special education teachers of both-brain preference were learning style of assimilator and accommodator. And the preservice special education teachers of right-brain preference were learning style of assimilator, accommodator and diverger. The significance of this study findings’s was to unfold the relationship in the features of brain preference and learning style of preservice special education teachers. From the results of analysis, the followings can suggested. First, the subjects in this study were students of special education major in three Universities, Therefore, the findings might not be generalizable. And the reliability of Brain Preference Indicator(BPI) was poor. Secondly, moreover, it is necessary to investigate the a relationship In the features of brain preference and learning style of students with special needs. And it is necessary to compare the a relationship in the features of brain preference and learning style of students with special needs and special education teachers.

한국 통합교육의 현황과 해결과제

Min ChunSik | 2013, 14(3) | pp.49~69 | number of Cited : 21

PDF

An effect of a sign language lecture on the disability awareness of university students

kyungjin kim | 2013, 14(3) | pp.71~84 | number of Cited : 4

PDF

A Research Synthesis on Interventions for Positive Behavior Support Applied to the Elementary School Students in Inclusive Classrooms

Eunju Jung | 2013, 14(3) | pp.85~110 | number of Cited : 17

PDF

Research of Trend of family participation intervention for Children with Autism Disorder

김귀연 , 최미점 , Kwak Seung Chul | 2013, 14(3) | pp.111~131 | number of Cited : 16

PDF

A Decisive Factors on the Attitude for the Buddy between College Students with and without Disabilities : Case of A University

Yoon Hyeon Sook , Byoungjin Jeon | 2013, 14(3) | pp.133~148 | number of Cited : 12

PDF

Development and Validation of Items to Measure Job Success Factors of People with Disabilities that Co-workers Think

나용기 , Kim， Sam-sup | 2013, 14(3) | pp.149~170 | number of Cited : 8

PDF

Impact of Individual and Class-wide Application of Self-Determined Learning Model of Instruction (SDLMI) on Students with Disabilities and their Teachers in Secondary Inclusive Settings

Suk-Hyang Lee | 2013, 14(3) | pp.171~199 | number of Cited : 29

PDF

The Effect of Exercise Ability Beliefs on Achievement Goal Orientation and Task Persistence of Deaf Students in the Physical Education Classes

NAM, IN-SOO , Choi, Sung Kyu | 2013, 14(3) | pp.201~228 | number of Cited : 12

PDF

The purpose of this study was to investigate the effect of exercise ability beliefs on achievement goal orientation and task persistence of deaf students in physical education classes. The subjects of this study consisted of 405 deaf students in the special middle and high school. The used instruments were the Park & Kim(2010) for measuring exercise ability beliefs scale, the Park & Jang(2009) for measuring achievement goal orientation scale, and the Park & Lee(2010) for measuring task persistence scale. The data were analyzed by t test, one way MANOVA, multiple regression analysis, correlation analysis, factor analysis as a statistical method. The results of this study was as follows. First, in the exercise ability beliefs, male students were higher gift and learning than female students. And high school students were higher learning and improvement than middle school students. Second, in the achievement goal orientation, male students were higher performance approach goal than female students. But, female students were higher performance avoidance goal than male students. Third, high school students were higher task persistence than middle school students. Forth, in the relationships between exercise ability beliefs and achievement goal orientation of deaf students, stable, learning, and improvement positively influenced to mastery approach goal, and both stable and gift positively influenced to mastery avoidance goal, and gift positively influenced to performance approach goal, and stable positively influenced to performance avoidance goal. But, improvement negatively influenced to performance avoidance goal. And in the relationships between exercise ability beliefs and task persistence of deaf students, all of the gift, learning, improvement positively influenced to task persistence. In the relationships between achievement goal orientation and task persistence of deaf students, mastery approach and mastery avoidance goals positively influenced to task persistence but, performance avoidance goal negatively influenced to it.

Study for the changes of The school records computerized processing and management guidelines related to special education

KIM YOUNGGULL , 권기홍 , yoon jeong ha | 2013, 14(3) | pp.229~252 | number of Cited : 0

PDF

일본 지적장애 교육과정 분석을 통해 본 한국 기본교육과정에의 시사

HONG, JEONG-SUK | 2013, 14(3) | pp.253~279 | number of Cited : 12

PDF

Effects of Nanta Activity Using Nanta Drum on Stress and Self-Esteem of Students with Intellectual Disabilities

허선 , HyunMi Mun | 2013, 14(3) | pp.281~305 | number of Cited : 6

PDF

KJCKorea
Journal Central

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

2013, Vol.14, No.3