2018, Vol.19, No.4

The Comparative Study of Perception between Deaf People and Interpreters on Korean Sign Language Interpretation

OH, SOO KYOUNG , Song miyeon | 2018, 19(4) | pp.1~31 | number of Cited : 2

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Analyzing the Characteristics of Information Processing of Students with Intellectual Disabilities and Normal for Universal Design for Learning

Park, Chan-Woong | 2018, 19(4) | pp.33~46 | number of Cited : 7

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The purpose of this study is to examine the characteristics of the comprehension of language and perception reasoning in information processing of students with disabilities and general students in inclusive education settings, and to investigate the gap between the comprehension of language and perception reasoning of those students in order to provide validity evidence of universal design for learning. This study examine the gap between the students' sequential and concurrent processing based on the comprehension of language and perception reasoning scores by conducting K-WISC-Ⅳ for 26 students with intellectual disabilities and 25 general students, controlling the chronological age and gender of students, The results indicate that the ability of comprehension of language is lower than that of perception reasoning for students with intellectual disabilities. On the other hand, the ability of comprehension of language is higher than that of perception reasoning for general students. In addition, the individual differences are founded between the ability of comprehension of language and perception reasoning of students with intellectual disabilities and general students. The results are supported by the general concepts of information processing that students with intellectual disabilities have a higher ability of perception reasoning compared with that of comprehension of language, and general students have a higher ability of comprehension of language compared with that of perception reasoning. Based on the result, the following conclusion is provided. First, the ability of comprehension of language is lower than that of perception reasoning for students with intellectual disabilities, and the ability of comprehension of language is higher than that of perception reasoning for general students. Second, the individual differences between the ability of comprehension of language and perception reasoning of students with intellectual disabilities and general students are significantly different and contradicted each other. Thus, universal design for learning for students with intellectual disabilities in inclusive education setting could minimize the disability barrier and maximize the possibility of their learning including general students by providing multiple means of engagement, representation, and action and expression.

Career Education of Elementary Students with Disabilities in Inclusive Education Setting

Lee, Jong-Ho , Ko Un | 2018, 19(4) | pp.47~70 | number of Cited : 6

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Moral developmental characteristics according to background variables of hearing-impaired children

Yun, Eun Hee , Choi, Sung Kyu | 2018, 19(4) | pp.71~95 | number of Cited : 0

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Actual Condition and Activation Strategies in Counseling for Students with Disabilities in Inclusive Education via Their Parents

Kim, Yo-seob | 2018, 19(4) | pp.97~119 | number of Cited : 8

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This study aimed to investigate actual condition, perceptions, barriers, and activation strategies in counseling for students with disabilities in inclusive education via their parents. One-hundred and six parents of students with disabilities in elementary or secondary schools participated for this study. A parent survey was used to collect data. The main results were as follows. First, all of the students experienced individual counseling and minority of them experienced group counseling or family counseling. Second, in terms of the counseling method, psychological counseling had the highest percentage and other methods such as behavior therapy, art therapy, and play therapy were also used. Third, the counseling topics ranked in the higher rate were improvement of school adaptation ability, improvement of social skills, behavior modification for problem behaviors, and improvement of communication skills. Fourth, the majority of the parents answered counseling services were helpful for their children, but perceived their children were less benefited in the counseling services compared to regular students. Fifth, the main barriers indicated by the parents to the counseling for students with disabilities were lack of intelligence and communication abilities of the students, lack of counselor’s knowledge and understanding as well as their counseling abilities and experiences for students with disabilities, and lack of parents’ concerns and efforts for their children’s improvement through counseling services. Sixth, activation strategies suggested mainly were increase of counselor’s knowledge and understanding for students with disabilities, increase of parents’ concerns for their children’s improvement through counseling services, increase of counselor’s recognition that students with disabilities were also their clients and were able to be benefited by counseling services. Seventh, parents suggested increase of counselor’s concerns of, and more active and regular counseling services for, students with disabilities, placement of expert counselors in schools or local education agencies in charge of students with disabilities, and increase of school counselors. Lastly, summary, discussion and suggestions for further study were included on the base of the results and implications from this study.

Effects of Dynamic Response to Intervention Model on Word Recognition-Application of the phonics program combining phonological awareness for 7-year-olds-

정현승 | 2018, 19(4) | pp.121~156 | number of Cited : 2

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A Analysis of Experimental Research on the Students with Intellectual Disabilities Based on the Quality Indicators of Evidence-Based Practices

Junghyun Kim , PARK HYEONOK | 2018, 19(4) | pp.157~176 | number of Cited : 4

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Importance-Performance Analysis of Teaching Competencies of Special Education Teachers

Kim Ki Ryong , Kim， Sam-sup | 2018, 19(4) | pp.177~199 | number of Cited : 4

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An Analysis of Teachers' Implementation Levels of Universal Design for Learning in the Schools for the Blind and Low Vision

Jinseok Park , Lee Hae-Gyun | 2018, 19(4) | pp.201~218 | number of Cited : 0

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Path Analysis of psychological Burnout, Resilience, Empowerment, and Job Satisfaction, among Teachers in Specialized Daycare Centers for Young Children with Disabilities

kim Jung Eun , 정회정 | 2018, 19(4) | pp.219~240 | number of Cited : 15

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The Effect of UDL-based Science Instruction on Science Interest and Satisfaction Level of Middle School Students

Yong-Wook Kim | 2018, 19(4) | pp.241~258 | number of Cited : 4

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A Study on the Management Status of Transition Education and the Recognition on the Implementation Plans of Special School Teachers for Students with Secondary Developmental Disability in Special Schools: Focused on Busan Metropolitan City

Hwang, Soon-Young , Lee HooHee , Yang， Hae-Lim | 2018, 19(4) | pp.259~291 | number of Cited : 10

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The purpose of this study was to investigate the actual condition of transition education and the perception of special education teachers in the special school secondary developmental disabilities. For this purpose, a questionnaire survey was conducted on 150 special school teachers who are in the middle school second grade and third of high school in the five special schools in Busan. The collected data used technical statistics and Chi-square to identify the differences between each factor and variable using SPSS Statistics(Version 23). The main results of this study are as follows. First, in terms of the transition education management status of the students with secondary developmental disabilities in special schools, most of teachers did not establish individualized transition plans. Most of the goals of the transition education were independent living and daily living functions. In addition, there were many responses that they did not link with related organizations. Second, the perception of special education teachers about the transition education of secondary students with developmental disabilities, the independent living functions were most frequently responded to the transition education areas needed for students with secondary developmental disabilities. On the other hand, the majority of the respondents said that the lack of information from teachers or parents was the reason why parents counseling or connection with families was not successful. It was said that the schools and the related organizations need to cooperate for the transition education. There were many opinions that it would be better to start with elementary school if the school implements systematic transition education. However, most of the teachers realized that the implementation of transition education was still largely challenging and difficult in Korean society, and the main reason was lacked proper curriculum or materials and support system.

Historical changes and policy implications in compulsory education, schooling deferment, and the exemption system for special education students

HONG, JEONG-SUK , An， Sang-Kwon | 2018, 19(4) | pp.293~322 | number of Cited : 8

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This study used the historical method of research to investigate the regulatory changes that took place in mandatory education, including deferments and exemptions, for special education students from 1948 to the present. The objective of the study was to identify the historical implications of these policy changes in education and to develop policy suggestions. To examine the historical aspects of the mandatory education, deferment, and exemption regulations for special education students in Korea in an objective fashion, the study included a partial comparative analysis of the Korean and Japanese laws. The result of the analysis are as follows. First, school enrollment was broadly encouraged for children who did not have disabilities, but many children with disabilities did not receive mandatory education opportunities. Second, the educational opportunities for children with intellectual, severe. or multiple disabilities were extremely limited. Third, opportunities for schooling deferment and exemption were misused, and these became convenient and legal ways to avoid providing mandatory education for children who were eligible for special education. Fourth, although the kindergarten and high school courses for special education students were included as compulsory education by enactment of the special education law for individuals with disabilities and other challenges, compulsory education at the kindergarten level was not being implemented properly. Based on the results of this study, the following policy implications have been suggested. First, greater efforts are needed to reduce the discrepancy between the regulations for mandatory education and their implementation for special education students. The most urgent task is to implement the regulation for compulsory education for kindergarten. Second, compulsory education for special education students must go beyond the stage of guaranteeing opportunities for schooling and ensure that the right to appropriate education is upheld. Third, decision about schooling deferment should be considered carefully, based on objective criteria and procedures, and once they are made, proper follow-up support should be given. Fourth, the right to education among people with disabilities who have not been guaranteed school enrollment must be assured.

Analysis of Stakeholders’ Perception on Therapeutic Effect of Related Services for Students in Special Education Needs

Joosun Kim , Kim, Dongil | 2018, 19(4) | pp.323~344 | number of Cited : 3

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The Effect of Positive behavior support through Behavioral consultation on challenging behaviors and alternative behaviors of student with ADHD tendency

Ko Seo Yeon , Baek Young-Sun , Son Seung Hyun | 2018, 19(4) | pp.345~369 | number of Cited : 13

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KJCKorea
Journal Central

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

2018, Vol.19, No.4