2021, Vol.22, No.4

Philosophy of Inclusive Physical Education in Korea

Hak Jun Lee | 2021, 22(4) | pp.1~15 | number of Cited : 2

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Literature Analysis to Verify the Content and Effect Sizes of Music Interventions for Young Children with Special Needs: Focusing on the 2005-2020 Domestic Journals

Seo bo soon , Ji Kyung Lee | 2021, 22(4) | pp.17~42 | number of Cited : 2

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Depending on the Type of Special Teacher Placement in the Integrated Kindergarten Class, Comparison of the Perception and Satisfaction of Integrated Education between Kindergarten Teachers and Special Teachers

Park, Chan-Woong , Kim， Hyun Kyung , Gu， Yeong Ju and 1 other persons | 2021, 22(4) | pp.43~67 | number of Cited : 3

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[Purpose] The purpose of this study is to reveal the difference in the perception and satisfaction of integrated education between kindergarten teachers and special teachers according to the type of placement of special teachers in the integrated kindergarten class. [Method] In order to achieve the purpose of this study, a survey was conducted on kindergarten teachers and special teachers in charge of integrated kindergarten classes through online SNS(Social Network Service) using Google questionnaires. The surveyed data were averaged and standard deviation, F-test and post-hoc test and t-test according to the purpose of the study. [Results] First, there was no significant difference in the perception and satisfaction of integrated education among kindergarten teachers Second, full-time special teachers showed higher satisfaction with integrated education than part-time special teachers. Third, in both full-time integrated classes and part-time integrated classes, special teachers showed higher understanding and effectiveness of integrated education, recognition of cooperative classes, and management of integrated classes than kindergarten teachers. [Conclusion] Both kindergarten teachers and special teachers have high levels of perceptions of integrated education, but they have difficulties in cooperative professors, so they need to create a culture to communicate and cooperate with each other, to strengthen and support the competence of cooperative professors. In addition, integrated education considering non-disabled young children, reduction of the number of young children per class, and reduction of work are also required. In addition, active and systematic special education support is required through the establishment of new special classes and the establishment of integrated kindergartens for integrated classes where special teachers are not assigned.

Special Education Teachers’ Experiences and Support Needs Regarding Positive Behavior Interventions and Supports (PBIS) in Special Schools: A Focus Group Interview (FGI)

Youngmo Kang , Son Seung Hyun , Kwangjo Jung | 2021, 22(4) | pp.69~98 | number of Cited : 14

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Analysis of the Present Condition and Educational Status of the Deaf-blind Students in Japan

Park Kyung Ran | 2021, 22(4) | pp.99~122 | number of Cited : 5

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[Purpose] This study aimed to find implications for setting the direction of educational support for deaf-blind students in Korea by analyzing the present condition and educational status of deaf-blind students in Japan. [Method] To this end, policy data on the deaf-blind from the Japanese Ministry of Education, Culture, Sports, Science, and Technology were analyzed. Laws related to special support education and learning guidelines for special support schools were also analyzed. [Results] First, in Japan, no legal definition of ‘deaf-blind’ has been established, and the term ‘deaf-blind (Mourou)’was being used. Among the 14,000 deaf-blind people in Japan, 555 are estimated to be school-aged. The percentages of ‘low vision and hard of hearing impaired’ or ‘blind and hard of hearing impaired’ students were higher than the percentage of ‘deaf-blind' students, and a high percentage of students had other disabilities apart from deaf-blindness. Second, Japan finds disabilities through ‘infant and child health screening’and ‘school enrollment health screening'. Moreover, Japan emphasizes a connected support system through cooperation in related fields, such as health, welfare, and education. When a disability is found through screening, an ‘individual support plan’ is established to counsel and support the disabled person. If the person is of school age, this plan is converted to an ‘individual education support plan’ and support services are provided by special support schools. Third, in Japan, the curriculum for deaf-blind students requires additional ‘self-reliance activities’ along with an education equivalent to the general curriculum. In particular, considerations for the selection and use of communicative means are specified in the ‘communication’ part of the‘self-reliance activities'. To foster the expertise of the teachers of deaf-blind students, the Japanese‘National Institute of Special Needs Education’ offers and annual workshop, and the ‘National Research Society for Deaf-blind Education’ has been established to share cases of deaf-blind education practices. [Conclusion] Based on the research results, implications were found regarding the diagnosis and evaluation of deaf-blind students, educational placement, the organization and implementation of the curriculum, and the development of teacher expertise.

The Effects of Multiple Job Exploration Learning Strategies through Computer-based Pictures and Language Combinations on Cooking Job Skills of Adults with Intellectual Disabilities Living in Group Homes

Kim,Young-Jun , WHA-SOO KIM | 2021, 22(4) | pp.123~153 | number of Cited : 13

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The Syntactic Ability of Third and Fourth Graders with and without Vocabulary Delay from Multicultural Families: in Retelling of Comparison and Causation Expository Discourses

Lee, Hanna , HYOJIN YOON | 2021, 22(4) | pp.155~174 | number of Cited : 0

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Effect of Phonological Awareness Intervention on Literacy of Children with Hearing Impairments

Ryu, Sungyong , Park Soon Gil , Cho, Jeung-Ryeul | 2021, 22(4) | pp.175~193 | number of Cited : 0

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Application of the Korean Version of the Parent’s Evaluation of Aural/Oral Performance of Children (PEACH) Rating Scale for Children with Cochlear Implants

Jang, Hyunsook , Lee， Yoonsun , Lee， Hyunju | 2021, 22(4) | pp.195~214 | number of Cited : 0

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[Purpose] The Parent’s Evaluation of Aural/Oral Performance of Children (PEACH) rating scale is a questionnaire test tool developed to evaluate auditory aural/oral performance of hearing-impaired children with hearing devices in everyday situations. This study aimed to measure the reliability of the Korean version of PEACH in children with cochlear implants (CI) and to investigate the auditory performance and developmental characteristics of children with CI by the implanted age and the hearing age. [Method] Parents of 40 children with CI aged 0 to 7 years who were diagnosed with hearing loss before language acquisition were asked to answer PEACH on a 5-point scale ranging from 0 to 4. To determine the reliability of PEACH, inter-item consistency and test-retest reliability were measured. The PEACH scores (Quiet, Noise, Overall) were obtained for two implanted age groups (implantation before 24 months old [IB], and implantation after 24 months [IA]) and three hearing age groups (0–1, 2–3, and 4–5 years old). The PEACH score differences were compared between items and groups, and the correlation between scores according to implanted age and hearing age was examined. [Results] Cronbach’s alpba values of the Korean version of PEACH were 0.889 in Quiet, 0.825 in Noise, and 0.928 in Overall, indicating high inter-item consistency and significant results in test-retest reliability. No significant difference in scores between the implanted age groups was shown, yet the Quiet scores were significantly higher than the Noise scores in the IB group. Hearing ages 2–3 and 4–5 showed significantly higher scores than 0–1 and significantly higher scores in Quiet than in Noise. The PEACH score increased significantly in the IB group as hearing age increased, but there was no significant correlation in the IA group. [Conclusion] The findings of this study indicate that the Korean version of PEACH is a highly reliable questionnaire, confirming its appropriateness in clinical use. Furthermore, CI users with implantation before 24 months of age showed continuous development, nearly reaching a full score in PEACH at the hearing age of 5–6. Therefore, PEACH could be applied as a useful test tool to provide information on the early-age auditory performance of children with CI.

The Analysis of Special Education Research Trend of Foreign Journals related to Disability (Education) Studies

KANG, JONG-GU | 2021, 22(4) | pp.215~242 | number of Cited : 0

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KJCKorea
Journal Central

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

2021, Vol.22, No.4