2016, Vol.17, No.1

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

All human beings have inherent rights that need to be respected and protected. This idea has been accepted since the 1948 Universal Declaration of Human Rights. Everyone has the right to education(Article 26.). Unfortunately, children with disabilities continue to experience various forms of discrimination in education. The purpose of this study was to investigate the educational rights of children with disabilities and to provide basic information in order to set up and develop educational policies to protect the educational rights of children with disabilities. This study investigated the educational rights of children with disabilities in South Korea. The participants of study were 43,944 children with disabilities in elementary, middle, and high school. The findings of the study were as follows. Most children with disabilities are recognized as positive to protect the educational rights of children with disabilities. But human rights is a personal matter. In this regard, many children with disabilities still experience various forms of discrimination in education. Detailed suggestions are made as to how governments can further promote, protect, and realize the educational rights of children with disabilities.

The objective of this study is to investigate the current trends in qualitative research on secondary special education in Korea and to propose a future direction, by analyzing research papers on secondary special education published in domestic academic journals. Among research papers published in academic journals between 2005 and June 2015, 66 papers were selected for analysis. These papers were analyzed by year of publication, by journal, by research topic, and by research methodology. The analysis results showed that the outcomes of qualitative research on secondary special education began to be published in academic journals in 2005, and the publication of those papers was most active in 2012 and 2013. Among the examined journals, Research on Intellectual Disorder published the largest number of research papers. The most researched topics were, ‘inclusive education’ and ‘transition education’. Basic qualitative research was the most common type of methodology, mental disorders were examined by type of disability, and special class was examined by school class type. The number of research participants per study ranged from, six to 10 and special education teachers were most often the research. In terms of data collection, one-on-one interviews were most widely used the data collection period was five months or longer. Repetitive comparative analysis was the most common analysis method, and verification of participant identity was most commonly used to test the integrity of research results. Based on these findings, we discussed the future direction of qualitative research on secondary special education.

The purposes of this research were to examine the effects of positive behavior support on the problem, class participation behaviors of middle school students with intellectual disabilities. Subjects of this research were 3 students with intellectual disabilities whose grade were second of H special school in Jeollanam-do. For this study, multiple probe across subject design was applied. And using partial-interval recording, the events of action was measured. Also variation of each session were presented as graphs. Central termination of this study were as follows. First, positive behavior support was highly efficient in decreasing problem behaviors of students with intellectual disabilities. Problem behaviors and the incidence by each type were decreased. Decreased problem behaviors were maintained, and generalized in other class room situation. Second, positive behavior support was efficient in increasing class participation behaviors of students with intellectual disabilities. class participation behaviors and the incidence by each type were increased. increased problem behaviors were maintained, and generalized in other class room situation. In conclusion, positive behavior support were efficient way for affecting problem behaviors and class participation behaviors of students with intellectual disability positively.