2018, Vol.19, No.2

Analysis of the Ordinance of Local Autonomous Entities on Lifelong Education for People with Disabilities

Myeong, So-Yeon , Kyoung Gun Han , ChulSeung Jang | 2018, 19(2) | pp.1~24 | number of Cited : 8

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The purpose of this study is to analyze the content of each Korean municipality's ordinance on lifelong education for disabled persons through the analysis of it and to propose directions for establishing lifelong education promotion system for the disabled based on the analysis. To this end, 12 local governments' lifelong education ordinances were selected for the analysis and the contents of those ordinances were analyzed according to the essential elements of the promotion system. The result shows that the structure of the lifelong education promotion system of each municipality is as follows: Above all, the heads of local governments are in charge of promoting the lifelong education program for the disabled. And specifically in Gyeonggi-do and Gwangju metropolitan city, councils such as 'Lifelong Education Support Committee for Disabled Persons' are formed as consultation, coordination, and advisory bodies for planning and decision-making for overall lifelong education. And, in 11 cities, provinces and municipalities which have enacted such ordinances, lifelong education facilities such as lifelong education centers and learning centers for the disabled are installed. Lastly in Sacheon City and Gunsan City, decision-making mechanisms such as the 'Steering Committee' are established as consultation, coordination, and advisory bodies for dealing with the issues related to the operation of lifelong education facilities for persons with disabilities. Based on these results, the directions of lifelong education for the disabled were discussed. First, the roles of general administration and educational administration should be mutually strengthened. Second, the composition of the city / provincial education council should be structured so as to ensure the representativeness and professionalism of the main players of lifelong education for the disabled in the community. Third, the regulations on the functions, organization and staffing of the facilities for lifelong education for the disabled should be specified. Fourth, it is necessary to establish related councils for the smooth operation of lifelong education facilities for the disabled. Fifth, the budget and support for lifelong education for the disabled should be specified.

The Effect of Idiom Teaching to Compose Illustrations on the Ability to understand Idiom and Self-Efficacy of Students with Hearing Impairment

Kim, Yeung-Ik , KWON, SOON WOO | 2018, 19(2) | pp.25~48 | number of Cited : 4

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The effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with Autism Spectrum Disorder

Hanah Kil , Son Seung Hyun | 2018, 19(2) | pp.49~74 | number of Cited : 2

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Future (integrated) Educational Direction : Nonviolent symbiosis education understood from an evolutionary psychology perspective

Cheong, Eun | 2018, 19(2) | pp.75~97 | number of Cited : 4

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Analysis on the Disabled Adult’s Participation State in Lifelong Education and the Demands - around Gyeonggi province -

Cho, Changbeen , Haedong Jeong , Kim Doo-Young | 2018, 19(2) | pp.99~122 | number of Cited : 32

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This study aimed to suggest some basic data for the disabled adult’s life-long education-relevant policies in future by recognizing the disabled adult’s participation state in the life-long education, and what they demand in relation to the operation of life-long education programs for them to participate in future. For this purpose, this study analyzed the survey which 630 disabled adults living in Gyeonggi-province and having the participation experience in a life-long education program replied. The main results of analysis were as follows. First, as the results from investigating the respondents’participation in a life-long education after dividing their participation experiences into 6 types among the disabled adults’ participation state, it was appeared that the answer having participated in a lecture in a certain place was the highest as 73.2%. Next, at being asked what kind of institute they were participated, it was appeared that the highest answer was a rehabilitation center for the disabled as 45.9%, and to the question of participation purpose, the highest answer was the happiness (25.1%). Last, it was the identified that the program area which the respondents participated the most frequently was the culture-art education (1.61). Second, as the results from investigating the respondents’s participation intention among the demands in operating the disabled adult’s life-long education program, the answer that they would want to participate was highest as 87.6%. Next, at being asked what kind of institute that they would hope to participate in, the answer of rehabilitation center for the disabled was the highest (34.3%) and followed a general life-long education institute (16.4%), and concerning what kind of program area that they would want to participate in, the respondents answered the leisure sports(3.95point) area the most frequently. Last, as to the demands for boosting a life-long education program, the most respondents answered the expansion of budget for the disabled adult’s life-long education (4.48 point). Based on the above analysis results, this study discussed ways to develop and boost the disabled adult’s life-long education.

Meta-analysis of single subject researches for students with difficulty in writing: focusing on students with mild intellectual disabilities, learning disabilities, and low achievement

Ko Seo Yeon , Baek Young-Sun , Hanah Kil and 3 other persons | 2018, 19(2) | pp.123~148 | number of Cited : 7