Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96
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pISSN : 1598-060X / eISSN : 2734-0090
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Special Education Teachers` Perceptions for Developing UDL-based Korean letter knowledge and Phonological Awareness Web Program for Students with Developmental Disabilities
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2020, 21(3), pp.199-229
- DOI : 10.19049/JSPED.2020.21.3.09
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
- Received : August 10, 2020
- Accepted : September 10, 2020
- Published : September 30, 2020
1대구대학교 한국특수교육문제연구소
Accredited
ABSTRACT
[Purpose] The need for UDL -based Korean letter knowledge and phonological awareness teaching to students with developmental disabilities was surveyed for 156 special education teachers. We also investigated the priority requirements of UDL principles and guidelines when developing programs. [Method] The necessity of the UDL-based Korean letter knowledge and phonological awareness teaching were analyzed frequency. The syllable and phoneme level teaching identified the priorities. [Results] The highest average was that when a Korean letter knowledge is implemented on the web, combines consonants and vowels is required. When implementing a UDL-based phonological awareness teaching on web, syllable synthesis was ranked first. At the phoneme level, phoneme discrimination was ranked first. In UDL Principle 1 providing various representation, the readability of letters, the provision of picture cards or illustrations, and speaking according to words appeared first. In UDL Principle 2's behavior and expression, the implementation of a communication method, a touch screen, the provision of a start-up clue for each level, and the provision of a checklist for achieving the goals were the top priority. Participation in the UDL Principle 3 was found to provide various options for inducing interest and to provide appropriate levels. [Conclusion] In order to emplent Korean letter knowledge and phonological awareness teachings reflecting universal learning design on the web, there is a need to be implemented by reflecting the above results.
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This paper was written with support from the National Research Foundation of Korea.