2014, Vol.15, 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

The development of ICT technology leading the changes in education hascreated a new wave of education, smart learning in the field of education. Smart learning with lots of advantages has been researched in variousfields of education, and the effectiveness of education by using smartdevices has been proven in the field of special education, and yet there arestill insufficient contents necessary for students with disabilities. Therefore,this study analyzed what components of the contents of the students withdisabilities should be considered specifically in producing smart learningcontents appropriate for education for children with disability and whatcurricula require smart learning contents. As a result of the analysis, for thecomponents of the contents, consideration of the characteristics of disabilitieswas required at the highest degree while in terms of curricula, requirementsfor Nuri Curriculum were high. These results show that although contents aredistributed to the students with disabilities, there are insufficient contentsto which an interface considering the characteristics of disabilities has beenapplied, and also, there are insufficient contents by which the adjustment ofthe difficulty, learning contents and quantities, which are necessary for thelearning of the students with disabilities, is possible and a variety of feedbackis provided. In addition, there are very insufficient contents such as communication, social relations, physical exercise and health that are often used in education for children with disability.

The purpose of this study is to analyze studies that examined the effectivenessof parent-implemented language interventions to improve expressive language andcommunication skills for young children with disabilities. By describing and comparingthe specific characteristics of parent training and language intervention across studiesand the findings obtained, this study examines the critical features that may influencethe effectiveness of these strategies. A total of 11 studies were identified that metthe criteria established for inclusion in this review and each of these studies wereanalyzed in terms of the characteristics of participants, the features of parentimplementedlanguage strategies, parent training, research designs, and majorfindings. Of the 11 studies, 6 studies conducted Dialogic Reading (DR) interventionsand 5 studies implemented Milieu Language Teaching (MLT) interventions. Resultsof this analysis indicated that parent-implemented language interventions generallyincreased parent’s use of effective language strategies and the expressive languageskills for children with language delays. Also, results reported that some languagestrategies such as expanding, repeating, waiting for responses were used morefrequently than other strategies. In the procedure of teaching language strategies,results indicated that individual training sessions were more effective than grouptraining sessions. Analysis results also showed that strong fidelity of implementation was conductedin studies that used fidelity checklist or encoded the frequency of the parent use oflanguage strategies during the language intervention. In the studies that used strongtypes of fidelity implementation, children improved their expressive language outcomes. Limitations and implications are also discussed in terms of examining fidelity ofimplementation to determine the effect of the parent-implemented languageinterventions on children’s language outcomes.

To be successful inclusive education, participant personnel including generaleducation teachers are very important with administrative and financial support. The general education teachers’ attitudes toward people with disabilitiesand inclusive education influences on inclusive education. The purpose ofthis study was to grasp characteristics and relationship of general educationteachers’ attitudes between people with disabilities and inclusive education. For this study, 386 general education teachers were employed and researchedby questionnaire. The results of this study were as follows. First, general education teachers’ attitude toward people with disabilitieswas 3.59 out of 5 point, depending on gender, age, working school, educationalcareer and experience of inclusive education showed no statistically significantdifferences. Second, general education teachers’ attitude toward inclusive education was3.64 out of 5 point, depending on gender, age and educational career showedno statistically significant differences but in working school and experienceof inclusive education were significantly different. Third, the corelation of attitudes between people with disabilities andinclusive education was positive(r =.52). The factors of attitudes towardpeople with disabilities which influenced attitude toward inclusive educationwere ‘generalized rejection’, ‘imputed functional limitation’, ‘authoritarianvirtuousness’ and ‘contact tension’. Based on these results, some suggestionswere proposed for general education teachers’ attitudes toward people withdisabilities and inclusive education.