2024, Vol.25, No.1

The Effect of Augmented Reality-based Language Instruction on the Development of Interrogative Words and Attention in Children with Autism Spectrum Disorder

Kim, Young-Ik , Bae Gu-Taek , KWON, SOON WOO and 1 other persons | 2024, 25(1) | pp.1~27 | number of Cited : 0

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[Purpose] This study sought to examine the effects of augmented reality-based language instruction on the development of interrogative words and attention in three children with autism spectrum disorder. [Method] The research design used a multi-baseline design among subjects for the development of interrogative words, and a 5-point rating scale through pre- and post-comparative evaluation was used to verify attention concentration. The intervention was conducted 2 to 3 times a week for 3 months, for a total of 39 sessions, and the intervention time was 35 minutes. [Results] First, the effect on the development of interrogative words according to augmented reality-based language instruction improved from 2.0% in the baseline stage to an average of 43.7% in intervention sessions for target infant 1, and from 2.9% in the baseline phase to an average of 48.3% in intervention sessions for target infant 2. Improvement, target infant 3 also showed positive results with an average performance rate of 55.9% improved in the intervention session from 6.1% in the baseline stage. Second, the effect on attention is based on a 5-point rating scale (achievement rate%) through behavioral observation evaluation for all three target infants. Target infant 1 improved from 1.3 (26%) to 3.7 (74%), target infant 2 improved to 1.5 (30%) to 3.8 (82%), and target infant 3's score improved from 1.5 (30%) to 4.2 (84%), confirming positive results in all children. [Conclusion] Composition of language instruction content based on augmented reality can be said to be effective. Understanding the unique and unusual characteristics of children with autism spectrum disorder, where teaching and learning media are important, the language instruction method implemented through a 3D application presented with visual strengths leads to a sense of reality (three-dimensionality), concentration of attention, and voluntary motivation and interest. It suggests that it is positive to pay.

Exploratory Research on the Sign Language Acquisition Process of Hearing-Impaired Students in Hearing Familiesy -The Case of Hearing-Impaired College Students in China-

Wang, Jun-Zhen , KWON, SOON WOO | 2024, 25(1) | pp.29~64 | number of Cited : 0

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The Effects of Virtual-Representational-Abstract Instructional Sequence on Math Learning for a Student with Intellectual Disability

BAO YUE , Jung, Da-I , Son, Seung-Hyun | 2024, 25(1) | pp.65~95 | number of Cited : 0

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[Purpose] Mathematics proficiency holds significant importance in the academic development of children with intellectual disabilities, while also playing a crucial role in a high quality of life. However, many students with intellectual disabilities have difficulty understanding abstract mathematical concepts and skills. Due to the special and individualized learning needs of these children, interventions that are highly adaptive and customized are essential. Therefore, this study was conducted to prove the effectiveness of the Virtual-Representational-Abstract(VRA) instructional sequence in facilitating mathematics learning for one elementary school student with an intellectual disability. [Method] The experiment had a was multiple probe across behaviors design focused on three math learning areas based on the participant’s individual needs: place value, addition, and subtraction. The teacher that provided the intervention was the special education teacher at the student’s school. The teacher conducted baseline, intervention, maintenance sessions with the student for 10 weeks, on a one-on-one basis, in a special class. As the independent variable, the VRA instructional sequence was conducted during three phases while using the app “Number Pieces”, while drawing and while not using any tools. The researcher performed visual analysis for each math learning area, and calculated Tau-U values and PND. [Results] As a result of the study, it was found that intervention improved accuracy in all behaviors. The effect size of intervention and maintenance was very large at 1.00 for all behaviors. The researchers found a functional relation between the intervention package and the student’s math accuracy. [Conclusion] The Virtual- RepresentationalAbstract instructional sequence had a significant positive effect on math learning for a student with intellectual disability

The Effect of Behavioral Skills Training on the Performance Accuracy of Stimulus Preference Assessment Implementation for Special Education Teaching Candidates

Juwon Shin , Ahn, Ahyun | 2024, 25(1) | pp.97~127 | number of Cited : 0

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Perceptions and Needs of People with Disabilities, Their Families, and Workers in Lifelong Education Institutions about Lifelong Learning for People with Disabilities

Ji Sun Lee , Yu Ri Kim , Ye Eun Baek and 3 other persons | 2024, 25(1) | pp.129~155 | number of Cited : 0

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[Purpose] The purpose of this research is to examine the overall experiences and support demands related to lifelong learning of individuals with disabilities, their families and workers in lifelong education institutions in order to enhance the opportunities for lifelong learning participation for people with disabilities. [Method] To address the purpose, in-depth individual interviews and focus group interviews were conducted with a total of 16 participants, including individuals with disabilities and their families who have experience with lifelong learning programs, as well as workers in lifelong education institutions. [Results] The analysis resulted in four main themes and 17 sub-themes related to perceptions and support demands for lifelong learning among individuals with disabilities. The four main themes included the positive impact of lifelong learning for people with disabilities; barriers to participation in lifelong learning for people with disabilities; strengthening lifelong learning programs for people with disabilities; building an infrastructure for lifelong learning for people with disabilities. [Conclusion] Considering the positive impact and necessity of the participation of individuals with disabilities in lifelong learning, multidimensional efforts are needed to expand their involvement. It is crucial to improve physical accessibility to lifelong education institutions and enhance informational accessibility to lifelong learning programs. There is also a necessity to develop high-quality programs and enhance the expertise of personnel. Furthermore, it is important to establish a network system among lifelong education institutions in the local community and build infrastructure. Above all, comprehensive efforts are required to raise awareness about lifelong learning for individuals with disabilities within the local community and foster an inclusive culture.

Component and Learning Content for Teacher Qualification Standard based on Inclusive Science Education-Pedagogical Content Knowledge(ISE-PCK)

Kim Yong-Seong , Jeong, Jin-Su | 2024, 25(1) | pp.157~185 | number of Cited : 0

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A Study on the Establishment of a Mid- to Long-Term Developmental Plan for Community-Based Lifelong Education for People with Disabilities: Focusing on G Metropolitan City

Kim Jeongyoun , Pyo Yun Hui , Yusung Heo | 2024, 25(1) | pp.187~225 | number of Cited : 0

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KJCKorea
Journal Central

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

2024, Vol.25, No.1