2017, Vol.18, No.3

The Perception of and the State of Participation in Lifelong Education of the Parents of Children with Developmental Disabilities

Myeong, So-Yeon , Kim Doo-Young | 2017, 18(3) | pp.1~23 | number of Cited : 22

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This study aims at examining and analyzing the perception of and the state of participation in lifelong education on the part of the parents of children with developmental disabilities, and seeking ways to increase those parents' future participation rate in lifelong education based on the results of the aforementioned examination and analysis. For this study, 310 parents of children with developmental disabilities were surveyed, and the questionnaires from the survey were analyzed, with the results as follows. First, the understanding degree about the concept of lifelong education and the level of acquaintance with the term of lifelong learning, or lifelong education of the parents of children with developmental disabilities were low. Those indicators (the understanding degree and the level of acquaintance) showed statistically significant differences across the gender of the parents, the highest level of schooling of the parents, total family income, and the degree of disability of the children. On the contrary, the level of interest in lifelong education was very high and the will to participate in it was shown to be very strong. Secondly, the participation rates in lifelong education both in the past and in the future of the parents of children with developmental disabilities were shown to be very low. In the case of the parents who had ever participated in lifelong education, the answer that they took part in it voluntarily, the answer that the duration of the participation was less than 6 months, and the answer that the institutions they attended were social welfare centers and rehabilitation centers for people with disabilities accounted for about half of the total answers, respectively. Also, as for the main purposes of participating in lifelong education, in order to acquire new knowledge and information, and in order to get some help with raising children with developmental disabilities were the most frequent answers. Based on the results above mentioned, we discussed some ways to vitalize lifelong education of the parents of children with developmental disabilities.

Characteristics of Teacher Support in according to Preparation of University-based Transition Program for Students with Intellectual Disabilities

Rhee Kun Yong , PARK, JUNG-SIK | 2017, 18(3) | pp.25~54 | number of Cited : 12

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The Special Education Teachers’ Recognition on the Safety Education of Students with Intellectual disability

김재천 | 2017, 18(3) | pp.55~84 | number of Cited : 1

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The purpose of this study was to provide basic information for making system of content for safety education of students with intellectual disabilities from preschool to high school through analysing special education teachers’ awareness level on safety education and comparing teachers’ awareness on the seven standards of school safety education and contents of safety education curriculum. For the purpose of this study, the researcher investigated and analysed the awareness level of 68 special teachers from special school and 149 special teacher from special classes for students with intellectual disabilities. The results of this study are as follows. First, special education teachers' perceived awareness level on safety accident and safety education was above ’high’ and teachers awareness level was highest for teachers of high school and lowest for teachers of preschool. There were no significant difference in the perceived level of awareness among groups divided by teacher variables such as gender, the years of teaching, assigned institution, and the location of school. Second, special education teachers' perceived awareness level on the seven standards of school safety education was above ‘midium’. Teachers awareness level was highest for teachers who have been working more than 20 years and lowest for teachers less than 5 years career and was highest for teachers of high school and lowest for teachers of preschool. There were no significant difference in the perceived level of awareness among groups divided by teacher variables such as gender, assigned institution, and the location of school. Third, special education teachers' perceived awareness level on the content of safety education was above ‘high’. Male teachers’ awareness level was higher than female teachers and was highest for teachers of middle school and lowest for teachers of preschool. There were no significant difference in the perceived level of awareness among groups divided by teacher variables such as assigned institution and the location of school. Fourth, special education teachers' perceived awareness level on the safety education curriculum was above ‘high’. Teachers awareness level was highest for teachers of elementary school and lowest for teachers of high school and was highest for teachers who working in metropolitan city and lowest for teachers who working in rural area. There were no significant difference in the perceived level of awareness among groups divided by teacher variables such as gender, the years of teaching, and assigned institution.

The effect of psychomotorik on stuttering type and communication attitude of stuttering children

Kim Tae Sook , Kim, Yeung-Ik , KWON, SOON WOO | 2017, 18(3) | pp.85~109 | number of Cited : 4

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This study is a kind of experimental one for the purpose of finding how psychomotorik has an effect on the attitude of communication as well as stuttering type for stuttering children. The study is based on psychomotorik that has made up of total 38th time accomplished by 3rd time a week, within and past 40 minutes per time for 3 months targeted 3 stuttering children inclusive of 7-8 age and made a experimental design for fundamental line among subjects. The consequence of study on both stuttering type and communication through psychomotorik is as follows: On fundamental line there were both core activity (extension and hindrance) and secondary activity (avoidance and escape) but as intervention was made, all the 3 children exhibited more syllabic repetition than extension and hindrance and also avoidance and escape activity were decreased step by step. Frequence of core and secondary activity from 19th time in A child was decreased greatly, frequence of stuttering was decreased greatly from 19th time in B child and 12th time in C child. All the 3 children disclosed much lower frequency, core activity:22-26% and secondary activity:0-2% in the 23th-24th time of intervention. The core and secondary activity of stuttering were maintained around 24-34% in all the targeted 3 children for 3rd time for maintenance after intervention was concluded. In the study on the change of communication attitude, two of the pre-test showed 'severe' and one of them showed 'middle'. In the evaluation of communication attitude after the closing, 6-12 points were evaluated as 'weak' and the problem of the problem was greatly reduced. This study has confirmed that psychomotorik has a meaningful effect on stuttering type as well as communication attitude for stuttering children. After now, based on this study, we are expected that studies which applies to psychomotorik will be made actively for stuttering children including not only 7-8 age group but also a variety of ages.

The Effects of the Social Context of the Inclusive Class on the Relationship between Aggression and Perceived Popularity of Elementary School Students

Kim jin gu , Kang Eun Young | 2017, 18(3) | pp.111~128 | number of Cited : 3

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Literacy analysis of the reading fluency and reading comprehension intervention studies for students with learning disabilities

WHA-SOO KIM , Min Jung Kim , 박정숙 | 2017, 18(3) | pp.129~157 | number of Cited : 12

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A Study on Preschool Teachers’ Perceptions about Developmental Characteristics and In-service Program for At-risk Young Children from Low Income Families

Lee, Younwoo , Jiyoung Choi | 2017, 18(3) | pp.159~178 | number of Cited : 11

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Analyses of Variables Influencing the Communication-related Quality of Life of Adolescents with Hearing Impairments

김윤희 , Myongye Bang , Kwon Bo Mi | 2017, 18(3) | pp.179~196 | number of Cited : 6

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The purpose of the study was to analyze the variables influencing communication- related quality of life of adolescents with hearing impairments. One-hundred fifty eight adolescents with hearing impairments selected from five special schools and eighteen special education classes responded to the questionnaire sent by mail. The data were analyzed by correlations and multiple regressions. The study results were as follows. First, school type, self-identity, and self-efficacy had impact on the communication-related quality of life of adolescents with hearing impairments. Second, the sub-scales of the self-identity scale influencing the communication-related quality of life of adolescents with hearing impairments were self-esteem and affinity. The sub-scale of the self-efficacy scale influencing the communication-related quality of life of adolescents with hearing impairments was preference of difficult tasks. Limitations of the study, suggestions for future studies, and implications for educational settings were discussed. The purpose of the study was to analyze the variables influencing communication- related quality of life of adolescents with hearing impairments. One-hundred fifty eight adolescents with hearing impairments selected from five special schools and eighteen special education classes responded to the questionnaire sent by mail. The data were analyzed by correlations and multiple regressions. The study results were as follows. First, school type, self-identity, and self-efficacy had impact on the communication-related quality of life of adolescents with hearing impairments. Second, the sub-scales of the self-identity scale influencing the communication-related quality of life of adolescents with hearing impairments were self-esteem and affinity. The sub-scale of the self-efficacy scale influencing the communication-related quality of life of adolescents with hearing impairments was preference of difficult tasks. Limitations of the study, suggestions for future studies, and implications for educational settings were discussed. Key Words : adolescents with hearing impairments, communication-related quality of life, self-identity, self-efficacy

Impacts of a Creative Problem-Solving Program utilizing Children's Story on Creative Problem-Solving, Vocabulary and Narrative Structuring Ability of Children with Specific Language Impairments

김채원 , 권요한 | 2017, 18(3) | pp.197~224 | number of Cited : 2

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The purpose of the this study is to investigate the effect of creative problem solving program using a fairy tale on creative problem solving ability, vocabulary and story composition ability of children with simple language disabilities. According to the purpose of study, 12 children with simple language disabilities who live in P and K cities of Gyeongsangnam-do were selected as research subjects. And 6 children were assigned to the experimental group and control group respectively, a creative problem solving program using a fairy tale was applied. Results of creative problem solving program using fairy tales are as follows. First, I looked at the differences in the amount of change between the two groups for "the fluency, flexibility, originality of sub-areas of creativity"and "the quality of resolution, originality of sub-areas of problem solving ability", by dividing before and after mediation. As a result, there was a statistically significant difference between the two groups in all the sub-factors. Second, I looked at the amount of change between the two groups for the acceptance and expression ability of the vocabulary, by deviding before and after mediation. As a result, there was a statistically significant difference between the two groups in all the sub-factors : the acceptance and expression ability. Third, I looked at the amount of change between the two groups for the story structure and length of sub-areas of story composition ability, by deviding before and after mediation. As a result, there was a statistically significant difference between the two groups in all the sub-factors. Therefore, this study proved that the creative problem solving program using a fairy tale is effective to improve the creative problem solving ability, vocabulary and story composition ability of children with simple language disabilities. This is interpreted as a result of creatively expressing the process of children's creative solving the problem situation in the fairy tale using various vocabulary according to story structure.

Current Practices and Perceptions of Teachers in Secondary Special Classes on Educational Assessments for Students with Developmental Disability and Improvement Plan Considerations

최은원 , 남경욱 , Shin, Hyunki | 2017, 18(3) | pp.225~252 | number of Cited : 17

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The purpose of this study was to investigate special education teachers' practices and their perceptions on educational assessments for students in secondary special classes and to provide improvement considerations. In this research, 8 teachers in secondary special classes participated in the in-depth interview. The transcribed interview data were analyzed by constant comparative method. As a result, 3 themes and 11 sub-themes are derived. The findings of this study are as follows: First, teachers in secondary special classes have been conducting alternative assessments based on observation for data sources about student's learning progress and providing feedbacks to their students. Second, teachers in secondary special classes utilized the results of assessments to plan and to modify their instructional methods and align each subject with integrated students' Individualized Education Program(IEP)s. Mostly, processes of academic assessments in secondary special classes focused on IEP. They collaborated with families and other colleagues in the form of supports for students to participate in school assessment programs and exchanging information about results of assessment and student's performance in class. Third, educational assessment can be helpful to teacher in identifying student's achievement and developing their individualized goal and objects. On the other hand, teachers in secondary special education classes have negative perception of educational assessment, because it depends on teacher's belief and competence. And, they have difficulty in integrating student's IEPs and collaboration with families and other colleagues. Fourth, it is necessary to improve educational assessment in secondary special classes, that a new understanding is necessary regarding perception of educational assessment of students. And it is essential to enhance teacher training programs and to develop collaborative system in educational assessment of students.

The Analysis on Realities of the Safety Education in a School for the Visual Impairments

Park, Chun-Hye , Lee Hae-Gyun | 2017, 18(3) | pp.253~270 | number of Cited : 3

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The purpose of this study is to provide the basic data of the safety training effectively by investigating real state of a school for the visually impaired students. To accomplish the purpose, 193 teachers in a school for the visual impairments were surveyed. The questionnaire with 12 questions were developed, and SPSS programs were utilized for this study. The results of this study were as follows: First, on the establishment of plans and execution of Orientation and Mobility(O&M) safety instruction, female teachers had higher awareness than male teachers and college graduated teachers had higher awareness than those with master degree and teachers without visual impairments had higher awareness than teachers with visual impairments. On the establishment of evacuation planning, college graduated teachers had higher awareness than those with master degree, and teachers without visual impairments had higher awareness than teachers with visual impairments. On preparation and execution of a safety check, teachers without visual impairments had higher awareness than teachers with visual impairments. Second, on preparation and utilization of safety educational materials, 1-4years experienced teachers had higher awareness than 5-14years experienced teachers and teachers without visual impairments had higher awareness than teachers with visual impairments. Third, on safety instruction for risk factors, college graduated teachers had higher awareness than those with master degree and teachers without visual impairments had higher awareness than teachers with visual impairments. On the spot guidance, college graduated teachers had higher awareness than those with master degree. The order of the difficulties in conducting safety education according to career that teachers had mentioned was as follows: lack of time or materials, lack of training for teachers without visual impairments and lack of time or materials, lack of expertise for teachers with visual impairments. Forth, for the main categories of the safety education, male teachers answered O&M safety and life safety in order of importance and female teachers answered disaster safety and living safety in order of importance.

An Analytical Study on Research Trends for Future of Early Childhood Inclusive Education : With a Special Reference to Korean Special Education Peer-Reviewed Journal Articles Published between 2007 and 2016

Jo, Hyun-Geun , Lee Byoung-In | 2017, 18(3) | pp.271~296 | number of Cited : 19

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The Foundational Study of the Conceptual Systems of Disabilities in Korea: A Critical Review on Literatures

Han Hyun-min | 2017, 18(3) | pp.297~339 | number of Cited : 4

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

2017, Vol.18, No.3