2020, Vol.21, No.3

A Qualitative Study on Transition Education for Young Children with Disabilities: Focusing on Interviews with Daycare Teachers, Therapists, and Parents

Cho, In-Yeong , Younwoo Lee , Ham， Yun-Gyeong | 2020, 21(3) | pp.1~30 | number of Cited : 11

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Differences in EEG Response to Emotion-inducing Music between People with Visual Impairment and those with Normal Vision

Park, Hye-Young | 2020, 21(3) | pp.31~48 | number of Cited : 1

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The Effect of Number Sense Instruction Using Visual Representation on Basic Addition and Subtraction Performance of Students with Intellectual Disabilities

Noh So On | 2020, 21(3) | pp.49~70 | number of Cited : 3

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[Purpose] This study seeks to improve the basic addition and subtraction performance of intellectually disabled students who have difficulty associating the relationship between numbers and quantities. The purpose of this study is to examine the impact of number sense instruction using visual representation on the basic addition and subtraction performance of intellectual disability. [Method] For this purpose, three intellectually disabled students attending G Elementary School's special classes were designed to have the multi-probe across subjects design among those singel subject research. [Results] The results of the research are as follows. First, Instruction number sense, using visual representation, improved the basic addition ability of elementary school students with intellectual disabilities. The visual representation of the addition is the 10 frame and the domino pattern. These visual representations embodied the abstraction of numbers, there by strengthening the link between numbers and quantities to elementary school students with intellectual disabilities, which had a positive effect on the achievement of addition. Second, Instruction number sense, using visual representation, improved the basic subtraction ability of elementary school students with intellectual disabilities. The activity of visualizing subtraction by utilizing the 10 frame and domino patterns seems to have had a positive effect on the achievement of subtraction for students with intellectual disabilities by enhancing the conceptual understanding of subtraction and giving visual representation to elementary school students with intellectual disabilities. [Conclusion] Students with intellectual disabilities generally experience difficulties in achieving subtraction and addition due to the difficulty of abstraction about numbers. However, by utilizing visual representations of numbers, the achievement of basic addition and subtraction could be improved through the inmate activities to develop the meaning of numbers and explore the relationship between numbers. The results of these studies indicate that number sense Instruction, who utilize visual representations for elementary school students with intellectual disabilities, can be used as an effective teaching method. We look forward to continuing more active research on effective addition and subtraction guidance for students with intellectual disabilities by providing basic data for future follow-up studies.

Analysis of Special Education Teacher's Competency andTraining Curriculum Contents for Special Needs Education(SNE)

Cho， Min-gyun , Seung-Hyun Son | 2020, 21(3) | pp.71~94 | number of Cited : 13

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Reality of Special Education Research through the Lens of Special Education Theory and Disability Studies (in Education) Theory

Kang, Jong-Gu , Kim, Jiyeon | 2020, 21(3) | pp.95~123 | number of Cited : 5

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A Study on Verbal Problem Solving Ability Using Indirect Speech Acts of Adults with Mild Intellectual Disability

WHA-SOO KIM , Lim， Soyeon , Jiwoo Lee and 1 other persons | 2020, 21(3) | pp.125~149 | number of Cited : 5

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[Purpose] The purpose of this study is to investigate verbal problem solving ability using indirect statements on adults with mild intellectual disability and to use the findings as basic data in the guidance. [Method] The subjects of this study were a total of 30 people of 15 adults aged 19-23 and 10-12 of language age with mild intellectual disability and 15 age-matched group of general children. This study intends to investigate verbal problem solving ability using indirect statements by developing a testing tool that includes indirect speech acts(sentence category, illocutionary act) and verbal problem solving ability(causal reason, inference of solution, supposition of clues). For data processing, this study conducted independent sample t-test, one-way analysis of variance, and Pearson's correlation analysis. [Results] When comparing the two groups, in all three cases (total score, interrogative sentence, declarative sentence), the score of the non-disabled student group was higher than that of the adults group with mild intellectual disability. Next, the group of adults with mild intellectual disabilities showed a higher rate of incorrect responses than the group of non-disabled students and the error type also showed significant differences between the two groups. Also, as a result of analyzing the four different situations, in particular, it was shown that there was a significant difference in the context of friends. Lastly, according to the result of investigating a correlation between vocabulary ability and language problem solving ability using indirect statement of adults with mild intellectual disabilities. It was identified that there is a distinct quantitative correlation between 3 different condition. [Conclusion] This study is considered to be have a significance in that this study has identified indirect statements and verbal problem solving ability of adults with mild intellectual disability using indirect statement sentences composed of dialogue, and hope to use these findings as a basis of verbal intervention.

Trajectories of change in Life Satisfaction for Intellectual Disabilities : Using Latent Class Growth Modeling

Younghee Cho , Jae-Kook, Park | 2020, 21(3) | pp.151~173 | number of Cited : 6

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The Effect of UDL-based Phonological Awareness Program on Phonological Awareness Ability of Multicultural Students with Reading Difficulties

Shin, EunSun , Jeonghan Woo , Yong-Wook Kim | 2020, 21(3) | pp.175~198 | number of Cited : 5

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Special Education Teachers` Perceptions for Developing UDL-based Korean letter knowledge and Phonological Awareness Web Program for Students with Developmental Disabilities

Lee Mi-Kyung | 2020, 21(3) | pp.199~229 | number of Cited : 3

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Direction of Informal Inclusion Science Education Program 'Science Fair of Hope': An Analysis Based on UDL Principle of Preliminary Science Teacher Experience

Kim Yong-Seong , Hak Jun Lee | 2020, 21(3) | pp.231~262 | number of Cited : 0

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[Purpose] The purpose of this study is to find out the direction of informal inclusive science education program 'Science fair of Hope'. [Method] To that end, seven preliminary science teachers who participated in the 'Science fair of Hope' program, which was held at D University in September 2019, participated in observation and in-depth interviews. Qualitative data (experience) collected through this were analyzed based on UDL principles. [Results] As a result, the direction of non-format science education desired by prospective science teachers is as follows: First, the direction centered on the principle of representation. It uses the provision of a play-based PPT, sign language, and big gestures to deliver the contents of a science play for deaf students. Second, it is the direction of expression and action. Third, it is the direction of participation. In order to increase the participation of hearing-impaired students in science plays, science magic, and creative experience booths, a measure was proposed to motivate participation by inducing fun and interest. One of the scientific experiments that was done in a science play is to provide a linked program for scientific magic and creative experience booths. [Conclusion] In the end, the non-format science education 'Science fair of Hope' desired by a prospective science teacher shall use PPT, sign language, big movements, etc. to provide various awards. Also, it should be able to create motivation, interest and fun that can enable various expressions and actions and induce various participation. Therefore, dividing the difference between theory-based formal and non-format science education is that non-format science education is centered on experience. Through this, students with disabilities can increase their interest in and interest in science and help them acquire scientific knowledge.

KJCKorea
Journal Central

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

2020, Vol.21, No.3