2017, Vol.18, No.2

The effects of the group counselling Program on Parenting stress, Self-esteem, and Depression of parents with developmental disabled children

Tae-Kyonng PARK , PARK, JAE YEON | 2017, 18(2) | pp.1~24 | number of Cited : 20

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Philosophy of Universal Design and Educational Philosophy of Universial Design for Learning

Lee, Hakjun , Kim, Namjin , Yong-Wook Kim | 2017, 18(2) | pp.25~40 | number of Cited : 8

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The purpose of this study is to examine the philosophy of universal design and the educational philosophy of universal design for learning(UDL). The research method was studied literature. The results are as follows. First, it is a philosophy of universal design. Universal design is intended to simplify everyone's lives by making products, communication, and environments already rescued as useful as possible, with as few people as possible or at no additional cost. The philosophy of universal design is summarized as barrier free movement design, integrated design, design for all. Second, it is the educational philosophy of UDL. UDL is a teaching and learning design for all, and the educational philosophy is as follows. 1) The ideal human image is a learning expert. 2) Objectives are educational design for all. 3) The teaching method should be able to be changed and differentiated according to the learner based on the context of the task, the social and the positive dimension of the learner, and the atmosphere of the classroom. and it should be able to continuously monitor progress. First, various cognitive network support, second, various strategic network support, and third, various emotional network support. 4) Contents were able to confirm contents of UDL in educational use of seven principles of universal design. The educational uses of the seven principles are as follows. It is an equitable curriculum, a flexible curriculum, a simple and intuitive teaching, a variety of means of expression, a success-oriented curriculum, a level of effort for the appropriate learners, and an appropriate environment for learning. and 5) The relationship between teachers and students is a horizontal relationship and a collaborative relationship. The curriculum should be designed so that students with disabilities/non-disabilities receive the best possible instruction in the class, and be able to provide students with various information related to the class.

A Study of Fad Words Recognition and Usage Characteristics of Adults with Mild Intellectual Disability

Jang, Hyemyoung , WHA-SOO KIM , Rhee Kun Yong | 2017, 18(2) | pp.41~62 | number of Cited : 7

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The effects of sexual attitude and sexual knowledge on sexual behavior of university students with hearing impairment

Jung Dal Ok , Woo Ju-Young , Byeong Chen Yoon and 1 other persons | 2017, 18(2) | pp.63~78 | number of Cited : 4

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Preparation experience and support demand of students with disabilities for college entrance

JEONG SO YOUNG | 2017, 18(2) | pp.79~103 | number of Cited : 7

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Search for Observational Teaching Strategies of Students with Intellectual disability based on Brain Science Theory

Yong-Seong Kim , Jin-Su Jeong , Park, Chan-Woong | 2017, 18(2) | pp.105~123 | number of Cited : 7

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The purpose of this study was to examine the effects of cognitive neuroscience approach and cognitive psychological approach to the thinking of students with intellectual disabilities based on the view that human thoughts are the result of brain activity and the level of thought can be known by cognitive psychological approach The possibility of a convergent approach. It also suggests an observation teaching strategy for students with intellectual disabilities through this process. We analyzed cognitive neuroscience study results of brain activity on cognitive psychological study results and observation thinking process on instructional strategy considering learning characteristics of students with intellectual disabilities. After that, the research results of this area were converged and the directional implications for the observation teaching strategy for students with intellectual disabilities were divided as follows. First, based on the results of cognitive psychology, the teaching strategy elements were extracted. Second, we extracted the learning material and learning contents using the brain activity pattern during the thinking process and grasped the hierarchical level of the contents. Third, the results of cognitive psychology and neurophysiological studies are combined to show that the learning elements of all observations and partial observations are composed of easy-to-follow guided observations, difficult guided observations, and observational professions with difficult levels of independent observations Strategy. The purpose of this study was to investigate the effect of brain activity on the brain activity in the special education, to improve the learning ability of students with intellectual disabilities, It fosters the need to continue to work on integration into special education situations.

The Qualitative Research on Night Activities of People with Hearing Impairment

Kim Man In , Choi, Sung Kyu | 2017, 18(2) | pp.125~154 | number of Cited : 0

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A Comparative Study of UDL guidelie 2.0 and Korean Web Content Accessibility Guidelines 2.1

Kim, Namjin , Lee, Hakjun , wooyigu | 2017, 18(2) | pp.155~170 | number of Cited : 7

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Analysis of the Single Subject Design Studies on Integration of Elementary School Students with Disabilities based on the Quality Indicators of Evidence-Based Practice

Sung， KyungSun , Bang, Myongye | 2017, 18(2) | pp.171~198 | number of Cited : 24

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A Study on the Characteristics of Word Recognition and Relations of Sub-Variables between Multicultural Students and General Students

wooyigu , Shin， Eun sun , Kim, Dongkyu | 2017, 18(2) | pp.199~222 | number of Cited : 6

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The Comparative Study of Verb Conjugation in Adults With Intellectual Disabilities

Jeong, Seon Hee , Kyung Hee Jung | 2017, 18(2) | pp.223~243 | number of Cited : 2

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The purpose of this study was to examine the accuracy of conjugation Adults with intellectual disabilities and ordinary language age matched children with a focus on morphological aspect. The subjects of this study was 20 persons including 10 adults with second to third degree intellectual disabilities and 10 ordinary age matched children. For the research task, we performed test of accuracy in the production of predicates. The test of conjugation accuracy consisted of 10 predicates and 5 endings. The test measured the accuracy of combination between those predicates and endings. First, There was a significant difference between the two groups in total scores for accuracy of conjugation. Second, a significant difference was observed between adult group with intellectual disabilities and language age matched children group in total scores for accuracy conjugation based on regularity of predicates. Moreover, a difference was found to exist between the two groups in regularity. Furthermore, a statistically significant difference was found between the two groups in terms of the effect of interaction based on group and regularity. A relatively large difference was found to exist between the two groups in accuracy of irregular conjugation, compared to regular conjugation. Third, when we examined the accuracy conjugation by ending, a significant difference in connection ending such as 'nikka (so)' and 'myeon (if)'was observed between the two groups. Fourth, no difference was found to exist between adult group with intellectual disabilities and language age matched children group in terms of frequency by error type and order of error rates. In conclusion, the above-mentioned results imply that guidance should be offered to clients with intellectual disabilities who have linguistic difficulty during intervention constantly with interest in relation to the irregular conjugation, considering that they still make mistakes in irregular conjugation even when they become adults, although they can learn the way to regular conjugation to some degree and can utilize regular conjugation accurately.

Perception and Needs of Special Education Teachers on the Teaching Competency

이선민 , Jae-Kook, Park , Kim Eun-Ra | 2017, 18(2) | pp.245~266 | number of Cited : 15

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Implementation and improvement demand of special education teachers for teaching-learning method and evaluation of the students with disabilities in the basic curriculum

박미경 , Kang, Kyung Sook | 2017, 18(2) | pp.267~296 | number of Cited : 20

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KJCKorea
Journal Central

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

2017, Vol.18, No.2