2021, Vol.22, No.3

Special Education Expense Status and Trends According to the Enactment of the Special Education Law for the Disabled and the Five-Year Plan for Special Education Development

Park, Chan-Woong , Gu， Yeong Ju , Kim， Hyun Kyung and 1 other persons | 2021, 22(3) | pp.1~28 | number of Cited : 4

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Analysis on the Effect of COVID-19 Stress, Job Stress, and Job Satisfaction of Special Education Teacher Who Have Taught Students with Intellectual Disabilities to Psychological Burnout

Kim, Young-seok | 2021, 22(3) | pp.29~54 | number of Cited : 13

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[Purpose] The aim of this study was to analyze differences in COVID-19(COrona VIrus Disease-2019) stress, job stress, and job satisfaction depending on the characteristics of special education teachers(gender, school type, school level, and qualifications) and the effects of COVID-19 stress, job stress, and job satisfaction on psychological burnout. [Method] Survey data of 209 special education teachers who have taught students with intellectual disabilities during the COVID-19 pandemic were analyzed. Descriptive statistics, independent two-sample t-test, and one-way ANOVA were used to identify differences. And correlation analysis, multiple regression analysis, and hierarchical regression analysis were conducted to analyze the effects. [Results] First, there were significant differences in COVID-19 stress, job stress, and job satisfaction depending on the characteristics of special education teachers. Female teachers were higher in COVID-19 stress and job stress than male teachers. Special teachers in special class were higher in job stress than special teachers in special support center, and special teachers in special education support center were higher in job satisfaction than special education teachers in special class or special school. Special teachers in kindergarten were higher in COVID-stress and job satisfaction than special teachers in elementary or secondary school. Special education teachers who had qualifications(2nd) were higher in job satisfaction than special teachers who had qualifications(1st). Second, the correlations on psychological burnout were COVID-19 stress(r=0.155), job stress(r=0.649), and job satisfaction(r=-0.642), respectively. COVID-19 stress(β=0.102), job stress(β=0.396), and job satisfaction(β=-0.437) had significant effects on psychological burnout. Especially, job stress directly or indirectly affected psychological burnout mediating job satisfaction. [Conclusion] There were differences in COVID-19 stress, job stress, and job satisfaction depending on the characteristics of special education teachers, and COVID-19 stress, job stress, and job satisfaction directly or indirectly affected psychological burnout.

Review of the Current Status of Research on Special Education during the COVID-19 Pandemic in Korea

Hak Jun Lee , WOO JEONG HAN | 2021, 22(3) | pp.55~69 | number of Cited : 5

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The Effects of Special Education Teacher's Sense of Efficacy, Work-Life Balance on Teacher-Student Interaction

Jang, Jihyun , Park Jae Kook , Kim, Eunra | 2021, 22(3) | pp.71~94 | number of Cited : 3

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A Study on the Implications of Education Related to Sustainable Development Pursued by the UN for Special Education

Choi, Nari | 2021, 22(3) | pp.95~117 | number of Cited : 0

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Distance Learning-Related Experience and Perceptions of Secondary Special Education Teachers Working at a Special School for Students with Intellectual Disabilities during the COVID-19 Pandemic

Kwon, Hey-young , Ok Min Wook | 2021, 22(3) | pp.119~150 | number of Cited : 14

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[Purpose] The purpose of this study was to investigate the overall experience and perceptions of distance learning among secondary special education teachers working at a special school for students with intellectual disabilities and identify the support needs to improve the quality of distance learning in the future. [Method] Individual in-depth interviews were conducted with eight secondary special education teachers who had taught remote classes for more than one semester at a special school for students with intellectual disabilities in Seoul. The interview data were analyzed using continuous comparative analysis. [Results] First, it was found that the teachers had no experience related to distance learning before the COVID-19 pandemic and experienced considerable pressure when using the unfamiliar teaching methods in the early stage. With the support of the school’s TF team to improve distance learning, they took various actions, such as reorganizing the curriculum, utilizing class materials, and organizing class activities, considering their students’characteristics. For most distance learning, they used digital content for students to accomplish the tasks given. Second, the teachers reported the positive aspects of distance learning, such as enhanced teacher competency related to the use and production of digital content for distance learning and the students' experience of using new technology. However, most teachers perceived the existing distance learning environment to be inappropriate for students with intellectual disabilities. Moreover, the teachers believed that for successful distance learning, it was necessary to provide training on designing distance learning course, devleop a distance learning platform, produce educational content for students with disabilities, enhance collaboration, and adopt a community approach among teachers, reinforce teachers’ digital literacy competency, and support parents experiencing a significant burden. [Conclusion] In preparation for the post-COVID-19 era, an in-depth discussion of support plans for successful distance learning for students with disabilities is needed. Also, more specific policies and standards related to distance learning are required at the Ministry of Education and school levels. The results of this study can be used as foundation data for this purpose.

The Effect of Small Group Intervention with Parent Education on Language and Sociality Development in Children with Late Talkers

Kim, Yu Jin , KIM, JUNG-WAN | 2021, 22(3) | pp.151~174 | number of Cited : 0

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[Purpose] Since language is a crucial indicator for development after early childhood, there is need to judge late talkers early on and track development so as not to cause secondary disabilities(specific language developmental impairment, learning disability, etc.). This study was conducted to examine changes in language development, expressive vocabulary, other expressions of communication, and social behaviors of late talkers through a group intervention with parent education. [Method] A total of 20 group intervention sessions were carried out with three late talkers three times a week and parent education was conducted eight times in total. As pre-test and post-tests, the Sequenced Language Scale for Infants (SELSI) and the Korean version of K M-B CDI, K M-B CDI, were performed to compare changes in language and expressive vocabulary improvement. To look at changes in other expression of communication and social behaviors, a questionnaire designed by this researcher was used. Changes in ways of communicating were analyzed using a mock checklist, and social behaviors were observed by a therapist. [Result] After intervention, improvements in overall language development and the vocabulary of children were found, and children who expressed opinions with exclamations and short words began to produce sentences with short words and two or three phrases. With the progression of the sessions, gestures and spoken language with gestures reduced, and the proportion of expressions using only spoken language increased. After intervention, negative behaviors, such as crying and taking things as a way of asking for tham. were reduced, and positive behaviors, such as helping and yielding improved. [Conclusion] This study demonstrates the positive effect of group intervention with parent education on language development, another expressions of communication, peer relationships, and social relationships of late takers. It is, moreover, anticipated that this study will make a contribution to research on diverse aspects of late talkers in addition to language and sociality and provide basic data for further research in the future.

A Case Study on the Establishment and Implementation of Person-centered Planning for Adolescent Students with Autism Spectrum Disorders

Kang, Ho Yeon , Seo Hyo Jeong | 2021, 22(3) | pp.175~197 | number of Cited : 2

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Review of Research Trends regarding Vocabulary Intervention Using Keyword Network Analysis

Lee, Mikyung , HONG, JEONG-SUK , SUNG-WOOK HONG and 1 other persons | 2021, 22(3) | pp.199~234 | number of Cited : 2

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[Purpose] This study was to examine the trends of vocabulary intervention research by conducting keyword network analysis. [Method] To investigate the research trends of vocabulary intervention, 78 articles related to vocabulary intervention were collected from the databases of the Academic Research Information Service and the Korean Journal of Citation Index. After keyword refinement was perfomrmed using textome, the keyword frequency, weight, term frequency-inverse document frequency, and keyword co-occurrence frequency (N-gram) were analyzed. [Results] First, 2011 and 2016 were identified to be years in which vocabulary intervention was most active. The journal with the most articles related to vocabulary intervention was Journal of speech & hearing disorders. Moreover, vocabulary intervention was found to be performed was found mostly with infants and lower elementary school students. Second, the keywords “vocabulary improvement” and “children” showed the highest frequency among 172 major keywords related to vocabulary intervention. As a result of the TF-IDF analysis of lexical intervention keywords, “children” was found to have the highest number, followed by infants. As for the frequency of N-gram (co-appearance), the analysis indicated that “vocabulary improvement and children”, “children with language development delay and vocabulary improvement”, and “vocabulary improvement” appeared simultaneously in the highest order. Third, as a result of the network centrality analysis, a total of eight groups were derived. In each group, related keywords were aggregated by subject. [Conclusion] This study, which objectively analyzed the trends of vocabulary intervention-related research, can be used as basic data to explore the direction of vocabulary intervention-related research in the future.

KJCKorea
Journal Central

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

2021, Vol.22, No.3