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Search for Observational Teaching Strategies of Students with Intellectual disability based on Brain Science Theory

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2017, 18(2), pp.105-123
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Kim Yong-Seong 1 Jeong, Jin-Su 2 Park, Chan-Woong 2

1한국특수교육문제연구소
2대구대학교

Accredited

ABSTRACT

The purpose of this study was to examine the effects of cognitive neuroscience approach and cognitive psychological approach to the thinking of students with intellectual disabilities based on the view that human thoughts are the result of brain activity and the level of thought can be known by cognitive psychological approach The possibility of a convergent approach. It also suggests an observation teaching strategy for students with intellectual disabilities through this process. We analyzed cognitive neuroscience study results of brain activity on cognitive psychological study results and observation thinking process on instructional strategy considering learning characteristics of students with intellectual disabilities. After that, the research results of this area were converged and the directional implications for the observation teaching strategy for students with intellectual disabilities were divided as follows. First, based on the results of cognitive psychology, the teaching strategy elements were extracted. Second, we extracted the learning material and learning contents using the brain activity pattern during the thinking process and grasped the hierarchical level of the contents. Third, the results of cognitive psychology and neurophysiological studies are combined to show that the learning elements of all observations and partial observations are composed of easy-to-follow guided observations, difficult guided observations, and observational professions with difficult levels of independent observations Strategy. The purpose of this study was to investigate the effect of brain activity on the brain activity in the special education, to improve the learning ability of students with intellectual disabilities, It fosters the need to continue to work on integration into special education situations.

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