2021, Vol.22, No.1

A Research Synthesis from 2016-2020 Targeting for Infants & Toddlers at Risk and with Special Needs : Comparing Our Findings to those of Previous Studies

Kim, Taeyoung | 2021, 22(1) | pp.1~22 | number of Cited : 4

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[Purpose] The purpose of this study was to review research studies targeting for infants and toddlers at risk and with disabilities from 2016 to 2020 and compare the findings with those of previous research synthesis(Cho, et al., 2016; Kim, 2014). [Method] Using search engine and websites of related journals, a total of 114 studies was found as appropriately met the purpose of this study and the inclusion criteria. [Results] First, the outcome of this study presented that the analyzed studies were published at similar rates of each year from 2016 to 2020. As the result of researcher trend, 48.2% of the studies was found to be two authors involved and 21.9% of them was to be single author involved. Second, 48.2% of the studies have adults’ participation and 28.9% of them have infants and toddlers.’And the most popular research topics were ‘Development and behaviors(22.8%)’ and ‘Early intervention and related services(21.9%).’ And the analyzed studies used survey research(24.6%) and research synthesis(21.1%) in the highest rate. Third, independent and dependent variables of Experimental studies(12) and single subject studies(8) were analyzed as follows. The most popular IV was parents education program and DV was interaction and parenting efficacy for experimental studies. For SSD studies, each of IV was different and the most popular DV was social interaction. Forth, the findings of this study compared with them of previous research synthesis(Cho, et al., 2016; Kim, 2014). The previous research synthesis have mostly infants and toddlers as the participants, which was different findings of this study. These two studies have ‘Development and behaviors’as the most popular research topics, which was the same finding of this study. These two studies also have similar trends in that they used survey research following diagnostic research as research methods. [Conclusion] This study and two previous research synthesis have different inclusion criteria and framework of analysis and thus it would be meaningful if future research synthesis compare with previous ones with the same inclusion criteria and framework of analysis.

A Critical Review of Social Constructionist Disability Studies: Focussed on the Relativistic and Anti-Realistic Characteristics of Social Constructionism

Lee Ju-Hwa | 2021, 22(1) | pp.23~50 | number of Cited : 2

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Experiences and Perceptions of Disability Service Providers on Sexuality and Sexuality Education for Individuals with Developmental Disabilities

Yu Ri Kim

, Pyo Yun Hui , Suh, Minkyung and 1 other persons | 2021, 22(1) | pp.51~78 | number of Cited : 5

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Emotional Labor, Psychological Burnout, Instructional Efficiency, and Social Support of Special Education Teachers in Preschools, Elementary Schools, and Secondary Schools: A Latent Mean Analysis

PARK, KYOUNG-OCK , Jiyeon Kim | 2021, 22(1) | pp.79~107 | number of Cited : 13

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[Purpose] This study examines the differences between the latent means of emotional labor, psychological burnout, instructional efficiency, and social support in special education teachers, depending on the school level at which they are employed (i.e., preschool, elementary & secondary). [Method] We analyzed online survey data involving 695 special education teachers nationwide. Descriptive statistics were employed, and a correlation analysis was conducted. We then confirmed whether variables measuring the level of emotional labor, psychological burnout, instructional efficiency, and social support were latent variables. A latent mean analysis was conducted to determine whether there is any differences between the latent variables for each group of special education teachers. [Results] First, surface acting of emotional labor was significantly more common in preschool teachers than in secondary teachers. Second, in terms of emotional exhaustion in psychological burnout, preschool and elementary teachers were higher than secondary teachers and showed a moderate effect size. On the other hand, in terms of psychological burnout, personal achievement was lower in secondary teachers than in elementary teachers. Third, in terms of student guidance efficiency and work relationship efficiency, preschool and elementary teachers were lower than those seen in secondary teachers. Fourth, in terms of emotional and information support, preschool and elementary teachers had less support than secondary teachers. [Conclusion] Using the results of the study, differences between emotional labor, psychological burnout, instructional efficiency and social support in special education teachers at different school levels were discussed. Suggestions regarding the preparation of support policies for special education teachers of the future were also made.

The Perceptions and Needs of Teachers Regarding the Development of Inclusive Education in China

Park, Chan-Woong , PARK, JUNG-SIK , Wang Xianhao | 2021, 22(1) | pp.109~134 | number of Cited : 2

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Korean Letter Knowledge of Students with Intellectual Disabilities, How to Teach?: An Analysis of the UDL Principle on Experience of Special Teachers' Education

Lee， Mikyung , Hak Jun Lee | 2021, 22(1) | pp.135~160 | number of Cited : 1

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[Purpose] The purpose of this study is to explore the direction of Korean letter knowledge education for students with intellectual disabilities. [Method] To this end, on November 4, 2020, an intensive interview was conducted focusing on five special teachers who have experience in teaching students with intellectual disabilities' Korean letter knowledge using online zoom. After transcribing the interview contents, the analysis was conducted based on the principles of universal design for learning. [Result] the results are as follow. First, it is the direction of the principle of representation. In order to select a variety of cognitive methods, concrete objects such as pencils, crayons, and cookies were provided to attract students' attention, so that they could learn them first while making shapes. Singing along familiar songs, reading and singing lyrics over and over again, promotes understanding. Second, it is the direction of action and expression. By providing a physical expression method, special teachers let the students with intellectual disabilities type the keyboard themselves. In addition, word cards were used, or they looked at the shape of the teacher's mouth to imitate it. In addition, magnetic plates were used to discriminate between letters, and board markers were used to read large children's books. Third, it is the direction of engagement. Korean letter knowledge were educated by memorizing the names of family members, friends, teachers, and singers by providing a variety of interesting options. In addition, it is effective to provide compliments, reinforcement, and ways to prevent failure, and to evaluate the child's sense of accomplishment through games or play. [Conclusion] The direction of Korean letter knowledge education for students with intellectual disabilities should be considered by applying a UDL-based education program that provides various representations, action, expressions and engagement However, it is necessary to consider the development of programs reflecting the characteristics of students with intellectual disabilities when proceeding with this.

KJCKorea
Journal Central

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

2021, Vol.22, No.1