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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Direction of Korean Letter Knowledge Education for Students with Autism Spectrum Disorder: An Analysis of the UDL Principle on Experience of Special Teachers' Education
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2020, 21(4), pp.213-235
- DOI : 10.19049/JSPED.2020.21.4.08
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
- Received : November 16, 2020
- Accepted : December 14, 2020
- Published : December 31, 2020
Hak Jun Lee 1, Lee， Mikyung 1
1대구대학교 한국특수교육문제연구소
Accredited
ABSTRACT
[Purpose] The purpose of this study is to explore the direction of Korean letter-knowledge education for students with autism spectrum disorder. [Method] A focus group interview was conducted for five special teachers with having experience in teaching Korean letter knowledge of students with autism spectrum disorders using online zoom. After transcribing the interview contents, an analysis was conducted based on the principles of universal design for learning(UDL). [Result] First, it is the direction of the principle of representation. When applying UDL for Korean letter knowledge teaching, it is necessary to provide discriminate stimulus or to use media that are frequently encountered in familiar environments. In addition, depending on the student's cognitive level, it is also possible to consider taking an AAC-based teaching and theme-based approach. Second, it is the direction of action and expression. When teaching Korean letter knowledge for students with autism spectrum disorders, it is necessary to provide physical activities using the five senses and modeling, computers, applying of the token economy system, and providing feedback according to the performance of students’ task. Third, it is the direction of participation-oriented. In order to teach Korean letter knowledge for students with autism spectrum disorders, students' favorite applications can be applied, or computer-based learning and augmented reality apps can be considered. [Conclusion] It is necessary to consider the principles and guidelines of UDL presented in the results when teaching Korean letter knowledge for students with autism spectrum disorders who are visual learner.
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This paper was written with support from the National Research Foundation of Korea.