Korean Letter Knowledge of Students with Intellectual Disabilities, How to Teach?: An Analysis of the UDL Principle on Experience of Special Teachers&#039; Education (지적장애 학생의 자모지식, 어떻게 가르칠 것인가?특수교사의 경험에 대한 UDL 원리 중심의 분석)

Lee， Mikyung (이미경); Hak Jun Lee (이학준)

doi:10.19049/JSPED.2021.22.1.06

Korean Letter Knowledge of Students with Intellectual Disabilities, How to Teach?: An Analysis of the UDL Principle on Experience of Special Teachers' Education

Journal of Special Education: Theory and Practice
Abbr : JSPED
2021, 22(1), pp.135-160
DOI : 10.19049/JSPED.2021.22.1.06
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education
Received : February 9, 2021
Accepted : March 15, 2021
Published : March 31, 2021

Lee， Mikyung ¹, Hak Jun Lee ¹

¹대구대학교 한국특수교육문제연구소

Accredited

ABSTRACT

[Purpose] The purpose of this study is to explore the direction of Korean letter knowledge education for students with intellectual disabilities. [Method] To this end, on November 4, 2020, an intensive interview was conducted focusing on five special teachers who have experience in teaching students with intellectual disabilities' Korean letter knowledge using online zoom. After transcribing the interview contents, the analysis was conducted based on the principles of universal design for learning. [Result] the results are as follow. First, it is the direction of the principle of representation. In order to select a variety of cognitive methods, concrete objects such as pencils, crayons, and cookies were provided to attract students' attention, so that they could learn them first while making shapes. Singing along familiar songs, reading and singing lyrics over and over again, promotes understanding. Second, it is the direction of action and expression. By providing a physical expression method, special teachers let the students with intellectual disabilities type the keyboard themselves. In addition, word cards were used, or they looked at the shape of the teacher's mouth to imitate it. In addition, magnetic plates were used to discriminate between letters, and board markers were used to read large children's books. Third, it is the direction of engagement. Korean letter knowledge were educated by memorizing the names of family members, friends, teachers, and singers by providing a variety of interesting options. In addition, it is effective to provide compliments, reinforcement, and ways to prevent failure, and to evaluate the child's sense of accomplishment through games or play. [Conclusion] The direction of Korean letter knowledge education for students with intellectual disabilities should be considered by applying a UDL-based education program that provides various representations, action, expressions and engagement However, it is necessary to consider the development of programs reflecting the characteristics of students with intellectual disabilities when proceeding with this.

KEYWORDS

Korean letter knowledge education, Intellectual disabilities, UDL Principle, special education teacher

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* References for papers published after 2023 are currently being built.

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This paper was written with support from the National Research Foundation of Korea.

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

Korean Letter Knowledge of Students with Intellectual Disabilities, How to Teach?: An Analysis of the UDL Principle on Experience of Special Teachers' Education

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* References for papers published after 2023 are currently being built.

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

Korean Letter Knowledge of Students with Intellectual Disabilities, How to Teach?: An Analysis of the UDL Principle on Experience of Special Teachers' Education

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