2022, Vol.23, No.1

A Qualitative Study on the Caring Experience of Primary Caregivers for Adults with Developmental Disabilities Living in the Age of COVID-19

Kim, Eun Jeong , PARK, JAE YEON | 2022, 23(1) | pp.1~32 | number of Cited : 12

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[Purpose] This study was intended to explore in depth the caring experience of primary caregivers of children with developmental disabilities in adulthood living in the era of COVID-19. The experience of caring for children before COVID-19 the experience of caring for children after the COVID-19 situation, and what is most needed as a primary caregiver in the COVID-19 situation were explored. This study examined in detail the experience of caring for children with developmental disabilities in adulthood and the experiences that have changed since then compared to before the COVID-19 situation, and to seek ways to support adults with developmental disabilities and their primary caregivers in the event of an infectious disease crisis. [Method] For this purpose, in this study, 9 primary caregivers who are taking care of children with developmental disabilities in adulthood living in Gyeongsangbuk-do under the COVID-19 situation were selected as study subjects. The selected study participants were interviewed in a 1:1 interview method using open-ended and semi-structured questions for 5 months from October 2020 to February 2021. The interview was conducted while observing social distancing and personal isolation rules. The extracted data were analyzed through Consensual Qualitative Research (CQR). [Results] Total 3 domains, 12 categories, and 33 meaningful concepts were derived through CQR analysis. The three areas from the analysis were 'experiences of daily life before COVID-19', 'we who are experiencing COVID-19 for the first time’, and 'overcoming infectious diseases, growth, and hope'. [Conclusion] Based on the results of this study, the practical and policy measures that individuals and society should strive for are presented in relation to the care, study, and career of children with developmental disabilities in adulthood in an infectious disease crisis.

An Analysis of the Needs of Parents for Family Support by Age of Children with Disabilities

Jooyoung Kim , Eun Young, Kang | 2022, 23(1) | pp.33~67 | number of Cited : 5

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Tasks and Current Status of eSports Research in Inclusive Physical Education

Lee, Hakjun , Youngseon Kim , Yong-Wook Kim | 2022, 23(1) | pp.69~80 | number of Cited : 2

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A Case Study on the Current State of Online Education Support for Hearing-Impaired University Students with the Support in the COVID-19 Situation -With a Focus on D University-

Kwon, Bo-min , Kwon, Soon-woo | 2022, 23(1) | pp.81~110 | number of Cited : 10

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[Purpose] The purpose of this study is to investigate the current state of online education support for hearing-impaired university students and their satisfaction with this support, and based on the results, to seek appropriate support measures for their online education in response to the potential spread of various infectious diseases in the future and identify the requirements for support needed to increase their satisfaction. [Method] To this end, the study conducted individual in-depth interviews with four hearing-impaired university students enrolled at D University, and based on a phenomenological approach, intended to explore the implications and essence of human experiences and even their deep implications within various phenomena. The findings of this study are as follows. [Results] First, according to the review of online education support for hearing-impaired university students in the COVID-19 situation, they were receiving online education after applying for online education support and they desired different types of online education support according to their mainly used communication modes. At present, most university students with hearing impairment primarily use verbal communication, and in this case, they prefer shorthand interpretation. However, many students experienced the difficulty of not receiving the support they wanted due to a shortage of professional workers placed at D University. This lack of support lowered the students’ understanding of online educational content and they exhibited various limitations at school. Hence, hearing-impaired university students hope that workers supporting online education will also be changed in line with changes in primary communication methods. Second, based on the results of an examination of areas for improvement in providing online education support for hearing-impaired university students in the COVID-19 situation, it is recommended to make concrete efforts to improve the general perception of disabled people and create an environment of embracing them, secure the budget for developing online education support systems and deploy professional manpower, develop real-time subtitling systems, and continue to provide information to hearing-impaired university students. [Conclusion] In order to provide online services that meet the needs of hearing-impaired university students, it is necessary to investigate their online education support needs, and a procedure to identify the most appropriate online education support services is also needed.

Analysis on Intuitive Cognition and Ease of Expression of Southand North Korean Sign Language Fingerspellings

KO EUNJI , Choi, Sangbae | 2022, 23(1) | pp.111~132 | number of Cited : 0

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[Purpose] This study examined differences in fingerspelling between the South Korean sign language (SKSL) and the North Korean sign language (NKSL) according to intuitive recognition and ease of expression. [Method] Korean letters were presented as a precedent stimulus to 200 hearing college students who did not know the fingerspelling, and then the fingerspellings of South and North Korean sign language were presented at the same time as a target stimulus to determine which fingerspelling is more intuitive and easier to express. The experiment was presented with a program called E-Prime. [Results] First, fingerspelling of consonants in the SKSL showed the highest level of intuitiveness, followed by that of vowels in the NKSL, that of vowels in the SKSL, and that of consonants in the NKSL. In addition, it was found that fingerspelling of the nine letters ‘ㄹ, ㅂ, ㅅ, ㅈ, ㅊ, ㅍ, ㅓ, ㅡ, and ㅣ’ in the SKSL showed a higher level of intuitiveness than that in the NKSL. On the other hand, fingerspelling of the six letters ‘ㄷ, ㅁ, ㅋ, ㅎ, ㅏ, and ㅑ’ in the NKSL showed a higher level of intuitiveness than that in the SKSL. Second, fingerspelling of vowel in the SKSL showed the highest level of expressive convenience, followed by that of consonants in the SKSL, that of consonants in the NKSL, and that of vowel of NKSL. In addition, it was found that fingerspelling of the ten letters ‘ㄹ, ㅂ, ㅅ, ㅍ, ㅎ, ㅏ, ㅓ, ㅗ, ㅡ, and ㅣ’ in the SKSL showed a higher level of expressive convenience than that in the NKSL. However, fingerspelling of the three letters ‘ㅁ, ㅋ, and ㅌ’ in the NKSL showed a higher level of expressive convenience than that in the SKSL. [Conclusion] It is expected that the results of this study can be used as basic information to propose a hint for unification of two sign languages’ fingerspelling in the future.

Analysis of Research Trends Concerning AAC-Related Interventions Conducted in an Integrated Education Environment

Nam, Youjo , Lee, Hyeonmi , PARK, KYOUNG-OCK | 2022, 23(1) | pp.133~163 | number of Cited : 5

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[Purpose] The purpose of this study is to analyze research trends concerning AAC-related interventions conducted in an integrated education environment in Korea and to suggest a follow-up research direction in the future. [Method] This study analyzed 24 academic journals published from 2004 to 2021. This study calculated the frequency and percentage of overall research trends, subjects of interventions, AAC intervention methods, and the validity and reliability of studies in an integrated education environment applying AAC-related interventions. [Results] First, as a result of our overall research trend analysis, we have seen that research concerning AAC-related interventions has been being conducted steadily since 2004. In most cases, researchers have directly participated in the intervention. Second, from our analysis of the research intervention subjects, it was found that students with disabilities accounted for most of the research and that only 5 studies on students without disabilities had been conducted. Third, as a result of the analysis of the AAC intervention method, in the study design method, the multiple baseline design for students with disabilities and survey research for students without disabilities were seen to be used the most. In the intervention method, direct instruction for students with disabilities and watching video education for students without disabilities were found the most. In the independent variable, the use of high-tech AAC was the most common and it was found that most studies used both representational and abstract symbols. In the dependent variable, the combined variables were the most common for both students with disabilities and without disabilities. Fourth, as a result of the validity and reliability analysis of the research, it was found that there were many studies in which maintenance tests were carried out and generalization tests were not carried out. There were many studies that did not show intervention fidelity and social validity, and there were more studies that showed inter-observer reliability. [Conclusion] The study has significance in that it analyzed research trends concerning AAC-related interventions conducted in an integrated education environment and suggested a follow-up research direction of the AAC studies.

The Effects of Quiz-based Applications and Linked Imitation Drawing Activities on the Cooking Job Skills of Students with Intellectual Disabilities Attending Majoring Courses

Young-Jun, Kim , WHA-SOO KIM | 2022, 23(1) | pp.165~195 | number of Cited : 4

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The Effects of Dictation Intervention with Self-Monitoring and Application to On-task behaviors and Performance of The Student with Intellectual Disabilities

Jeong, Da-i , Seung-Hyun Son | 2022, 23(1) | pp.197~226 | number of Cited : 4

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[Purpose] Students with intellectual disabilities in higher grades of elementary school are likely to develop learned helplessness or lack of motivation due to repeated dictation activities since lower grades, so it is necessary to provide voluntary learning attitudes and interest in dictation before entering middle school. Therefore, the purpose of this study is to examine the effect of dictation on task performance and practice by conducting interventions using Self-monitoring and Application for dictation of students with intellectual disabilities. [Method] The study was designed on 3 students with integrated disabilities belonging to special classes in elementary schools, and was designed with multiple-probe design across participants. A researcher provided 3 to 5 sessions of baseline, 20 sessions of interventions(20 minutes per sessions), and provided 3 sessions of maintenance for 10 weeks. This study was one to one intervention and provided in individual spaces of elementary school. The average of intervention fidelity was 95.8%, and the average of social validity was 98.1%. The researcher quantified the On-task behavior and Dictation performance, performed visual analysis for each student, and calculated NAP and Tau-U values. [Results] Both On-task behavior and Dictation performance showed statistically significant positive effects in the intervention and maintenance compared to the baseline. The size of the intervention effect was very large at 1.00 for all On-task behaviors, and Dictation performance was somewhat different for each student (A=.97, B=.81, C=.87). The size of the maintenance effect was found to be very large at 1.00 for both On-task behavior and Dictation performance. [Conclusion] Dictation Intervention with Self-Monitoring And Application had a significant positive effect on On-task behavior and Performance of students with intellectual disabilities.

Effect of Teacher-Student Interaction on Happiness of Special Education Teacher: Focused on Mediating Effect of Teaching Efficacy

Kim Eun-Ra , Jae-Kook, Park , Jang, Jihyun | 2022, 23(1) | pp.227~250 | number of Cited : 3

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Study on the Utilization of Augmented Reality as EduTech for Students with Developmental Disabilities in the Field of Special Education

Lee Mi-Kyung , Kim, Mingyu | 2022, 23(1) | pp.251~287 | number of Cited : 7

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A Study on the Relationship between Mothers’ Emotional Expressivity, Mothers’ Reactions to Negative Emotions, and the Emotional Expressivity of Young Children with Disabilities

Kim, Jisook | 2022, 23(1) | pp.289~311 | number of Cited : 2

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[Purpose] This study examined the emotional expressivity of young children with disabilities, their mothers' emotional expressivity, their mothers' the perception of negative emotions, and mothers' reactions to their children's negative emotions. In addition, this study aimed investigate whether the emotional expressions and responses to negative emotions of mothers of disabled children's were related to the emotional expressions of their young disabled children. [Method] There were a total of 60 children, 30 pairs of mothers, and 3 to 6-year-old children with disabilities. The mothers’ emotional expressivity, perception of negative emotions, and reactions to their children's negative emotions were measured through the self-report questionnaire completed by the mothers, and the emotional expressivity of young children with disabilities was measured by the teacher. [Results] First, it was found that mothers of young children with disabilities used positive expressions more significantly than negative expressions, and there was no significant difference between positive and negative expressions of young children with disabilities. Second, in terms of negative emotions, mothers of young children with disabilities responded that they did not know much about negative emotions but they recognized that negative emotions were important, and they recognized negative emotions as emotions that their children naturally experience. Also, it was found that mothers of young children with disabilities use supportive responses to their children's negative emotions more significantly than non-supportive responses. Third, the negative emotional expression of mothers had a positive correlation with the positive emotional expression of young children with disabilities and had a negative correlation with negative emotional expression. Fourth, in the supportive responses of the mothers’ reactions to the children's negative emotions, the emotion-centered response and the emotional expression encouragement response were related to the positive and negative emotions of young children with disabilities. [Conclusion] It was partially confirmed that the emotional expressivity of mothers of young children with disabilities and the mothers’ reactions to the negative emotions of children are related to the emotions of young children with disabilities. Therefore, these results suggest that there is a need for parental education that can guide the use of suitable coping methods for dealing with children's negative emotions.

Analysis of Universal Design for Learning Intervention Studies: Focusing on UDL-based Teaching and Learning Implications to Improve Classroom Instruction

Youn-Jung, Park , Seo Hyo Jeong , Lee, Juwon | 2022, 23(1) | pp.313~339 | number of Cited : 11

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[Purpose] The purpose of this study was to analyze domestic experimental studies applying Universal Design for Learning (UDL), and to provide data for assisting teachers when they use UDL in their classes. [Method] First, a total of 15 intervention studies to which UDL was applied were coded and analyzed into 8 sub-types according to the framework used to understand the general characteristics of the study. Second, 15 intervention studies were analyzed into 9 sub-categories using the framework to which UDL’s guidelines were applied. [Results] First, it was found that most of the UDL studies were applied in the inclusive education environment, and that the studies conducted on high school students were limited. In addition, studies were conducted across relatively diverse subjects including Korean language, social studies, science, art, and physical education. Research using experimental/control group pre-post designs and including students with intellectual disability were found the most, and it was seen that UDL-applied classes had positive effects on the academic achievements and affective domains of various learners. Second, from analyzing the teaching and learning characteristics of interventions applying UDL, the principles of participation, expression, and representation were found to be in the order of the three-principle dimension. Regarding the dimension of the nine guidelines, providing options for sustaining effort and persistence, providing options for recruiting interest, providing options for language, mathematical expressions, and symbols, and providing options for expression and communication were found to be in the order. [Conclusion] Focusing on UDL-based teaching and learning, methods and implications for improving classroom instruction are suggested for learners with more diverse educational needs.

KJCKorea
Journal Central

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

2022, Vol.23, No.1