2022, Vol.23, No.2

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

pISSN : 1598-060X / eISSN : 2734-0090
https://journal.kci.go.kr/jsped

[Purpose] The purpose of this study is to discuss the pros and cons of inclusive education for deaf students and to explore successful inclusive education. [Method] To this end, the focus group interview (FGI) recording data conducted for 10 graduate students majoring in special education were analyzed after transcription. The results are as follows. [Result] First, it is a debate on the pros and cons of inclusive education for deaf students. The pros logic is social and self-esteem development, language ability improvement and potential ability development, positive peer relationships, educational effects of deaf and non-disabled students, and improved awareness of disabled students. On the other hand, the opposite logic is difficulty in communication, lack of expertise of general teachers, negative perceptions of non-disabled students and passive attitudes of special teachers, lack of learning devices for deaf students, and alienation from remote classes of COVID-19. Second, for the successful inclusive education of deaf students, it is necessary to change the perception of teachers, non-disabled students to deaf students, and to develop the expertise of special teachers and inclusive education homeroom teachers. At the social level, it was proposed that the government and schools need to improve systems such as administration, finance, and device support. [Conclusion] In the inclusive education of deaf students, there is a problem in the gap between ideal and reality. For successful inclusive education, obstacles to reality must be removed. In a school that can be called a small society, we should be able to experience a society that lives together without distinction between disability and non-disability through inclusive education for deaf and non-disabled students.

[Purpose] The purpose of this study was to analyze existing research and trends on sexuality education for students with developmental disabilities in terms of whether or not a given program meets the criteria for evidence-based practice. [Method] Fifteen studies published between 2011 and 2021 were included in this review. The studies were analyzed according to publication year, participant characteristics, research design, measures, program content and instructional methods, and NTACT quality indicators. [Results] The results show that international studies were consistently published over the review period, but no Korean research on the subject has been published since 2017. The reviewed studies frequently employed single-subject design to evaluate the effectiveness of sexuality education, and the international studies measured the effects of educational programs through mixed methods. Both the Korean and the international studies cover a variety of sexuality-related topics, but the international research also includes sexuality education training for parents of children with disabilities. Only a few studies received a high quality rating using the NTACT criteria. [Conclusion] Recommendations are provided to guide future research and the development of effective sexuality education for students with disabilities.

[Purpose] The purpose of this study was to explore the educational possibilities of using the metaverse in the education. [Method] To this end, interviews were conducted with six special and general teachers from March 1 to March 31, 2022. These interviews were transcribed and then analyzed. [Results] First, participants explored the possibility of using the metaverse in the education. and its expected educational effect is substantial. The metaverse can be applied to classes in various subjects, and multiple student-centered teaching methods can be used. such as discussion and problem-solving exercises. Classes are available different educational levels, and the metaverse is an effective was of combining online and in person classes. Second, classes using the metaverse involve some limitations, including difficulties in providing student guidance, the lack of available platfoms, expensive equipment, and ethical issues derived form cyberspace. Third, the support and system necessary to use the metaverse educationally require further development of appropriate platforms, new metaverse units linked to the curriculum, and the implementation of cyber ethics education and teacher training. [Conclusion] This study confirms that the metaverse has great potential for use on various educational dimensions. In order to utilize it as effectively as possible, a platform for metaverse teaching and learning should be developed high-tech devices should be provided to students, and ethical education should also be delivered.