2014, Vol.15, No.1

An Analysis on the State of Teachers’ Educational Supports and their Educational Requests in General Schools for Students with Low Vision

Cha, Hyang-Mi , Lee Hae-Gyun | 2014, 15(1) | pp.1~21 | number of Cited : 5

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An Analysis of the Relationship between Developmental and Implementation Factors of the Curriculum for Students with Severe Intellectual Disability

Jung, Yun Woo , Chung Dong-young | 2014, 15(1) | pp.23~53 | number of Cited : 4

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The Study on Comparison of Special and General Class Teachers' Perception toward Deaf Culture

Park, Chan-young , Choi, Sung Kyu | 2014, 15(1) | pp.55~77 | number of Cited : 7

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Analysis on the Trend of Qualitative Research in Inclusive Education

Cho, Tae Gon , Yong-Wook Kim , WOO JEONG HAN and 1 other persons | 2014, 15(1) | pp.79~98 | number of Cited : 29

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The Effect of an Argument based Inquiry Approach for Creating Student-Centered Classroom Environments and Its Relations with Improving the Critical Thinking Skills of Students with Special Needs

Park, Yungkeun , Sae Yeol Yoon , Brian Hand and 2 other persons | 2014, 15(1) | pp.99~128 | number of Cited : 1

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The purpose of this study was to investigate the effects of an argument-based inquiry approach for creating a student-centered classroom environment and its relations with improving the critical thinking skills of students with special needs in such a classroom. This study will also introduce the Science Writing Heuristic (SWH) as an argument-based inquiry approach to the field of Korean special education. From forty-eight public elementary schools in the American Midwest, twenty-four schools were designated as the treatment group and the remaining as the control group. All students had special needs and were in an inclusive classroom. Students in the treatment group were immersed in a learning environment where a strong emphasis was placed on student-centered argumentation, while those in the control group learned science in a teacher centered traditional manner. Teachers in the treatment group that use the Science Writing Heuristic (SWH) instruction as an argument-based inquiry approach tended to create a more student-centered classroom environment, while those in the control group had a more teacher-centered classroom. In the second part of the study, based on analyses of their performances, which were video-recorded, the treatment group teachers were designated either as student-centered group or as teacher-centered group. The students of the student-centered SWH classrooms showed a more significant improvement in their critical thinking skills than the students from the teacher-centered SWH classrooms. The student-centered argument-based inquiry approach emphasized dialogical interactions among students and their active engagement in scientific inquiry more than the teacher-centered argument-based inquiry approach. The former approach provides meaningful learning experiences through argumentation in a science classroom, and will contribute toward building the critical thinking skills of students with special needs in Korean elementary schools.

The Effect of Art Appreciation Activity Based on the Universal Design for Learning on Appreciation Attitude and Learning Behavior of Students in Elementary Schools for Student with Visual Impairment

Park, Gye-Suk , Chung Jin-Ja | 2014, 15(1) | pp.129~160 | number of Cited : 23

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An Exploratory Study on the Experience of Everyday Life for the Deaf Persons

DONGJIN PARK | 2014, 15(1) | pp.161~192 | number of Cited : 3

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BASA IMPLEMENTATION FOR CHILDREN WITH LEARNING DISABILITIES: THE ONE-YEAR CBM CASE STUDY IN KOREA

Kim, Dongil , KOH HYE JUNG , 이해린 | 2014, 15(1) | pp.193~213 | number of Cited : 13

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A Study on Perception Types of The Good Inclusive Instruction by Pre-Service Teachers

Seo bo soon | 2014, 15(1) | pp.215~247 | number of Cited : 2

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Study on Special Education Teachers' Understanding and Use of AAC

Kyung Yang Kim , 구민관 | 2014, 15(1) | pp.249~280 | number of Cited : 20

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Evaluation and Analysis of Web Accessibility to Special Schools’ Websites Based on KWCAG 2.0

HyunMi Mun , Im, Mi Sung | 2014, 15(1) | pp.281~303 | number of Cited : 8

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The purpose of this study is to determine the extent to which websitesof special schools comply with the web accessibility suggested by KoreanWeb Content Accessibility Guidelines 2.0. First, automated evaluation of the websites of 156 special schools of thenation was conducted with using KADO-WAH 4.0, an automated evaluationtool produced by National Information Society Agency in order to investigatewhether they abide by Korean Web Content Accessibility Guidelines 2.0. Second,to examine whether the compliance of the web accessibility enhances theaccessibility of website of students with disabilities, 4 students, each one ofthem has either mental retardation, visual impairment, hearing impairment,or physical disability, conducted an user assessment of two websites, ratedas excellent and as unsatisfactory respectively in the automated evaluation,carrying out 6 tasks. Based on the result of the automated evaluation of K-WAH 4.0, the average compliance rate was obtained classified by region,types of disability and assessment category. Schools that has compliance rateof over 90% rated as ‘excellent’, ‘good’ for 89~80%, and ‘unsatisfactory’for under 79%. With regard to the user assessment, the success rate of the6 tasks was calculated. The result of the study shows that the compliance rate in web accessibilityof all special schools was 81.9% and rated as ‘good’. First, there is nosignificant difference statistically among types of disabilities. Schools forthe mental retardation was rated as the highest compliance rate in webaccessibility, and then visual impairments, emotional disorders, hearingimpairments, and physical disabilities in order. Second, there is a significant difference statistically between capital area and area group including Jeolla,Gyeongsang, and Chngcheong. Jeolla area was rated as the highest compliancerate in web accessibility, and then Gyeongsang, Chngcheong, GangwonㆍJeju,capital area follow in order. Finally, based on the result of the evaluation,one school with the high and one school with low accessibility of websiteswere selected and then user assessment was conducted. As a result of theuser assessment the website rated as excellent allowed users with disabilitiesto access the website regardless of their disabilities and to obtain informationthey want.

The Effects of the Self-Determined Learning Model of Instruction on Academic Performance of Students with High-Incidence Disabilities

Seo Hyo Jeong , Michael L. Wehmeyer , Susan B. Palmer | 2014, 15(1) | pp.305~330 | number of Cited : 5

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A Study on the Curriculum Connection Analysis of the Vocation Education for the Special Education

도성화 | 2014, 15(1) | pp.331~355 | number of Cited : 10

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The object of this study is the connection analysis of the related subject including Practical Arts and Rehabilitation Subject of Vocation Education of the 2011 amendment basic curriculum for the special education. Based on preceding study, this study analyzed the part of the vocation contents which related the ‘concept/ principle(contents)’ and ‘learning activity items’ that did the part of contents of the vocation subject which consisted of four criteria as ‘the repeat’, ‘the development’, ‘the differential’, and ‘the reduction’. The conclusions of this study are as follows. First, ‘the vocation life’ was extended and was offered as the vocation in the contents connected home. It was extended the contents of ‘personal relationship’, ‘money management’, ‘movement’, ‘leisure’ in the vocation subject and was offered repeatedly the contents of ‘daily life skill’, ‘social activity’ and ‘psychologyㆍbehavior adjustment’ in the rehabilitation subject. Second, ‘the exploring vocation’ was offered as the basic function related duty training. It was extended the contents of ‘physical function’, ‘learning function’, ‘occupational attitude’ and ‘work capacity’ in the vocation subject, and was offered repeatedly the contents of ‘physical activity skill’ and ‘social activity’ in the rehabilitation subject. Third, ‘the vocational preparation’ was offered the function related a type of occupation and duty training. It was extended the contents of ‘saleㆍwrapㆍdelivery’ and ‘personal service’ in the vocation subject and was offered repeatedly the contents of ‘physical activity skill’, ‘daily life skill’, and ‘social activity’ in the rehabilitation subject. Forth, ‘the career guidance’ was offered the contents in respect of the preparing for adult life. It was extended ‘the plan of the transition education’ and ‘the perform of the transition education’ in the vocation subject, and was offered repeatedly ‘social activity’, ‘physical activity skill’, and ‘psychologyㆍbehavior adjustment’ in the rehabilitation subject.

KJCKorea
Journal Central

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

2014, Vol.15, No.1