2014, Vol.15, No.4

The purpose of this study was to examine the trends of career and vocational education of students with intellectual disabilities in Japan, and to present implications for Korea. At the beginning of the 2000s, in Japan, categories such as vocational guidance and career guidance were changed to career education, and since career education was emphasized in general education, the concepts and practices of career education also came to affect the education of students with intellectual disabilities. In Japan, career education in the area of intellectual disabilities means both performing activities aimed at self-reliance and participating in society, from childhood through school days and into adulthood, systematically and with consistency, and continuity. This study discussed the meaning and background of career education in Japan followed by the meaning and contents of career education for students with intellectual disabilities in Japan. In this study, the concrete contents of practice of such career education were examined, focusing on the status of career education in curricula for students with intellectual disabilities, the contents and characteristics of development stage table for promoting the development of the careers of students with intellectual disabilities, and individualized education support plans. The following results were derived from the above study. First, the objectives and contents in national special education curriculum in Japan is closely related to career education and the term “career education" has been used in national special education curriculum for high school for the first time from the 2009 revision. In this revision, practical vocational education and career guidance, long-term field practices, and a cooperative relationship with related institutions, business corporations in local communities, and homes have been emphasized. Second, the development stage table suggested an index that can recognize career and vocational education for primary, middle, and high school students (for 12 years) of special support schools in terms of career education systematically. Based on the table, various communities and schools have created their own career development stage table to promote systematic career education in Japan. Third, creation of individualized education support plans has been mandatory in the education curriculum for special support schools which was publicly noticed in March 2009. The individualized education support plans is to provide educational guidance or support in order to perform educational support effectively and appropriately via related parties and institutions by identifying the requirements from individual students from the viewpoint of lifetime support of disabled students. In Japan, the individualized education support plans has been recognized as an important tool to promote career education. Based on the cases in Japan, this study suggested the implications to improvement direction to career and vocational education for students with intellectual disabilities in Korea.

Disability as a Political Stand-In and Shield: Anxious Masculinity in a Korean film, Marat'on(2005)

Chungwan Woo | 2014, 15(4) | pp.365~396 | number of Cited : 10

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How to choose good applications for Smart Learning: By developing evaluation form for students with learning disabilities

Kang Eun Young , Ok Min Wook , Min Kyung Kim | 2014, 15(4) | pp.397~416 | number of Cited : 8

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Idiom Understanding of Adult with Mild Intellectual Disability

Oh Jin Young , Lee, Eun-ju | 2014, 15(4) | pp.417~438 | number of Cited : 20

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The Significance of Family Involvement and Promoting Strategies in the Transition Process: A Mixed Method Study

Park, Yungkeun , Park Kyung Ran | 2014, 15(4) | pp.439~460 | number of Cited : 15

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Comparison of Perception on Communication Disorders in elementary school teachers, middle school teachers, and high school teachers

Lee Mi-sook , Shin, Myung-Sun | 2014, 15(4) | pp.461~488 | number of Cited : 9

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Children with communication disorders are on the rise with the increase of survival rates of children with disabilities and early detection amid medical advancement. Teachers' role is critical as they can promote peer relationships, study, including detection of children with communication disorder within classes. With this in mind, the study aims to examine teacher perceptions related to communication disorders, including understand children with communication disorders in the field, as well as a better approach for helping children. The study surveyed 180 general school teachers located in Gyeongnam, Busan. According to the study on perceptions of school teachers on communication disorders, First, according to the study on perceptions of elementary, middle, and high school teachers on communication disorder characteristics, elementary and middle school teachers perceived learning as difficult communication disorders than that of pre-school teachers. Moreover, pre-school and elementary school teachers perceive articulatory accuracy as communication disorder characteristics than that of middle school teachers. With regard to voice pitch and strength, the perception of middle school teachers were insignificant compared with pre-school and elementary school teachers. Second, according to role perceptions of the teachers regarding communication disorders, all the teachers were aware that teachers' role is the most important for children with communication disorders to have positive perception. The study also examined a perception gap for the importance of teachers' role of the teachers according to each question; in the role of which to induce general children to help children with communication disorders, elementary school teachers perceived the activity more importunately compared to pre-school teachers, and importance of other teacher roles showed no difference in different school grades. Third, a high percentage of the participants had no training related to communication disorders, and they were highly aware of the necessity of such training.

Development and Standardization of Korean Dichotic Digit test

Jang, Hyunsook , Jeon, Areum , Yoo, Jessica Hyunny and 1 other persons | 2014, 15(4) | pp.489~506 | number of Cited : 2

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Analysis of Research Literatures on Milieu Language Intervention for Children with Intellectual Retardation: between 1992 and 2014

Song, Hie-seon , Youngchul Lee | 2014, 15(4) | pp.507~533 | number of Cited : 4

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The purpose of this study was to make a analysis of research literatures 21 theses, dissertations and articles that offered milieu language intervention for children with intellectual retardation only in between 1992 and July of 2014. The findings of the study were as follows: First, the most common goal of the intervention was to improve communicative competency. Many of the studies provided the intervention primarily for preschoolers and elementary school students, which denoted that this intervention was applied much to preschoolers and elementary school students. The most dominant place for the intervention was schools, followed by welfare centers. As for the time for the intervention, the most common case was providing it separately without using the regular timetable, and the second most case was doing it during play. The third most case was using a time for a special purpose, and the fourth most case was using a time for eating between meals. Second, concerning instrumentation, the case that an intelligence test, adjustment test and language test were all conducted at the same time accounted for 52.4 percent. In the case of intelligence test, the case that KEDI-WISC and DAP(Draw-a-Person) were both utilized accounted for 19 percent. Regarding instruments for communication diagnosis, PEP(Psycho Educational Profile) accounted for 42.9 percent. Third, as for PND according to the age of language development, it produced a medium level of effect in the initial stage of intervention, but the effect wasn't statistically significant. Fourth, reinforced milieu language intervention was highly effective in the baseline and the intervention stage 1, but the effect was not statistically significant. The use of milieu language intervention was more prevailing than that of reinforced milieu language intervention.

Mothers’ Expectations of Young Children with Autism in Education

Kim Keonhee | 2014, 15(4) | pp.535~558 | number of Cited : 11

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Analysis on the Influence Factors on Job Maintenance and Satisfaction of Individuals with Physical Disabilities

김진주 , Jae-Kook, Park , Kim， IlSoo | 2014, 15(4) | pp.559~585 | number of Cited : 31

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Relationship between Classroom Climate Perceived by General Children and Acceptive Attitude of Disability in Inclusive Classroom of Elementary school

Gang, Seok Soon , Kim, Ja Kyoung , Kang, Hye Jin | 2014, 15(4) | pp.587~606 | number of Cited : 12

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Developing Standards for Evaluating Lesson Plansin Special Education

PARK, KYOUNG-OCK , Seonjin Seo , Baek, Jongnam | 2014, 15(4) | pp.607~645 | number of Cited : 3

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KJCKorea
Journal Central

Journal of Special Education: Theory and Practice 2024 KCI Impact Factor : 2.01

2014, Vol.15, No.4