2019, Vol.20, No.2

Journal of Special Education: Theory and Practice 2024 KCI Impact Factor : 2.01

pISSN : 1598-060X / eISSN : 2734-0090
https://journal.kci.go.kr/jsped

The purpose of this study was to investigate about recognitions and experiences of status, effects, difficulties, efforts and needs for support on implementation of free school year system in special education school for administrators and special education teachers. 4 administrators and 10 special education teacher were interviewed in focus group interview method, using semi-structured questionnaires, which were analyzed by field notes and recording and transferring process through constant comparative methods. The results of this study are summarized as follows. First, each school has different conditions in implementation of free school year system in special education school. Second, Difficulties are lack of recognition of teachers about free school year system, lack of topic selection activities programming capacity and curriculum reconstruction. Third, Effects are the reinforcement of cooperation and communication between teachers, providing opportunities of acquiring new teaching method to teachers and providing various new experiences to students. Fourth, There was requests of various support needed. Based on the results of the study, we may discuss about the improvement direction for efficient implementation of free school year system in special education school.

The purpose of the study was to review the current research synthesis(trends of academic journals, participants, research method, research topics, and independent/dependent variables) of foreign countries on challenging behaviors of young children from 2011 to October, 2018. Results of the research synthesis of foreign countries was compared with them of domestic research synthesis on the basis of commonness and differences. A total of 124 studies, which were all written by English was analyzed and most of the studies were published in peer-reviewed academic journals of USA. The outcomes of research synthesis were presented in the following. First, studies of young children with challenging behaviors were mainly published in Topics in Early Childhood Special Education(21%) and Early Childhood Research Quarterly(15.3%). The studies were actively researched from 2011 to 2016, however turned to decrease in 2017 and 2018. Second, participants of the studies were mainly young children with and without disabilities including those at risk and their teachers and parents. Participating children were mostly preschool age. Among young children with disabilities, children with autistic spectrum disorder and emotional disorder participated in the highest rate of the studies. The studies mainly used survey research(35.5%), single subject design(13.7%), and experimental research(12.9%). Third, topics of the studies were mainly about early intervention for young children with challenging behaviors, particularly positive behavior supports(37.9%) and effects on development and learning of young children's challenging behaviors(13.7%). Finally, studies of SSD(12 of a total of 17 studies) and experimental research mainly used positive behavior support(PBS) as an independent variable. These studies all used challenging behaviors as a dependent variable and many of them used treatment fidelity of teachers or parents.

The choir experience may make possible to provide these reach experiences for effective interaction and social adapting skills. This study was initiated from the question of whether the choir experience, music education in further, could help understanding students with developmental disabilities in-depth and enhancing their social life in quality. For this ends, this study was employed the choir experience to students with developmental disabilities and observed at diverse angles in the process of the choir experience. For this purpose, this study was to find out how students with developmental disabilities adapt through choir experience in school which is their main life space, what they think about the situations that they encounter while they were preparing for the concert, and what meaning they give to their choir experience. The following categories were derived from the meaning of the choir experience by students with developmental disabilities. These six major categories were conclude from observation and analysis of social interaction between students and with teachers, and activity experience and adaptation. These categories were ‘Meeting with the new world, ‘Happiness of discovering hidden talents’, ‘Immersion to forget everything else’, ‘Splendor shining like jewels’, ‘A place of learning through communications with teachers’, and ‘World together with friends’. In summary of all the aforementioned results, by analysis of the meaning of the choir experience, students with developmental disabilities and their important motivations could be understood. Furthermore, their expression and concentration were improved through the choir experience, which naturally led to the improvement in class attitudes, and enhanced confidence.