Daeyeop Kim , 권주석 Ju-seak Kwon , 장대준 Dai-jun Chang

DOI: Vol.12(No.1) 1-19, 2008

This paper explored factors affecting the emotional characteristics and study attitudes of students with learning disability in the context of mathematics. The study used a sample of 107 students classified as learning disabled who were attending elementary schools in Y city, Chonnam, Korea. Two-Way analysis of Variance (ANOVA) was conducted to test the effects of external variables describing students, families, teachers, classrooms on two dependent variables that were learning disabilities emotional characteristics and study attitudes toward mathematics. This study found the following results: First, IQ showed a statistically significant effect on both emotional characteristics and study attitudes toward mathematics among learning disabilities. Second, among family-related variables, socio-economic status and domestic support for academic activities significantly affected the sample students' emotional characteristics toward mathematics. Third, teacher and classroom environment variables did not show statistically significant effects on the two dependent variables. These findings suggest that IQ, family’s socio-economic status, domestic support should be considered by educators to improve learning disabilities students' emotional characteristics toward mathematics. In addition, levels of student IQ and domestic support provide important information for educators about the instruction of learning disabled students’ attitudes toward mathematics.

수학 기초 학력 부진 아동, 수학에 대한 정의적 특성, 학습태도, Underachiever in math, emotional characteristic in math study attitudes in math

정용석 Yong-seok Chung

DOI: Vol.12(No.1) 21-38, 2008

Most of teachers are implied to think that instructive practices are separated from theories and that they can achieve effective instructions in inclusive class, only through instructive practices. However, according to organization theory, it is suggested that we can't meet the needs of students with disabilities in inclusive class. This study is a review to clarify if instructive practices can be separated form instructive theories in inclusive class, to achieve this purpose, we studied 1) if practice can be separated form theories in the knowledge hierarchy of social science, 2) what are differences between the instructions that practices are separated from theories and the instructions that practices are based on theories, 3) how teachers in inclusive class approach to the unique students with disabilities. Through the reviews, we concluded as follows First, practice can’t be separated form theories in the knowledge hierarchy of social science Second, teachers who think that practices are separated from theories can’t meet the unique needs of children with disabilities, while teachers who think that practices are not separated from theories can meet the unique needs of children with disabilities. Third, teachers can have effective practices for children with disabilities in inclusive class, only through considering knowledge hierarchies.

특수교육지식, 이론과 실제, 통합학급, knowledge in special education, practice and theory, inclusive class

장진국 Jin-guk Jang , 민천식 Chun-sik Min

DOI: Vol.12(No.1) 57-78, 2008

The purpose of this study is to identify the effect of cyber home study on the ability of solving problem in mathematics of the underachiever with single subject experiment. To accomplish this purpose, we selected three underachiever in 6th grade at elementary school. The cyber home study program applied in this study is that of Gyeongbuk Education research institute for the 3th ~ 4th grade students and consists of five steps as learning introduction, the learning text, evaluation, session, summery of learning. In this study, I reorganized it by adding the sixth step of ‘Off line evaluation’ after learning. The experimentation was implemented three times a week for seven weeks, total 20 sessions, and the number or item was 30, 10 items per each issue. The items were compared with pre-test and post test with the same questions. The results of this study are as followings. First, the cyber home study is effective on improving the concept of number of underachiever. The underachiever showed concentration on the problems to solve through cyber home study work and their motivation to learn was elevated by interesting work with computer. And also they showed increased ability in understanding the concept of number including reading and writing the number, comparing size and amount, and the value the number means. Second, the cyber home study is effective on the operating ability of underachiever. They could study with self-directed work by solving operation problems intensively in the cyber home study work and could increase their interest by implementing review work. This cyber home study seems helpful to improve student’s ability in understanding the concept of number and operation with its characteristic of using computer and utilizing internet. Third, the cyber home study is effective on the ability of solving problem in mathematics sentence of underachiever. They got low achievement with frequent failure in setting right form because they could not understand the meaning of the question in mathematics sentence. But the cyber home study seems helpful to set forms rightly with its characteristic of feedback that makes their ability of understanding sentence improve.

사이버가정학습, 학습부진아, 수 개념 능력, 연산 능력, 수학 문장제 문제해결 능력, cyber home study, underachiever, ability of solving problem in mathematics

정지심 Ji-sim Jung , 여광응 Kwang-eung Yeo

DOI: Vol.12(No.1) 79-95, 2008

This study is focused on the structural compositions of artistic(music) textbooks following the Seventh General Curriculum of special schools and the discussion on whether the textbooks are organized in accordance with the necessariness required in the current educational course. The method of this study is the analysis whether the artistic (music) textbooks are constituted by the art first, second and third phases following the Seventh General Curriculum of the special schools, through the literatures and the preceding studies related to. The results in the first, second and third phases of three parts such as the perception activities, expression activities and impression activities by the objective of the research are as following.; First, when it is researched on the perception of the perception activities on musical elements of the first, second and third phases are constituted on the Seventh General Curriculum, it is shown that content levels of each curriculum suggested from the first, second and third phases are presented on the artistic (music) textbooks, it is more treated with the improved contents in the second and third phases rather than the first but less treated with the proper contents adapted to the characteristics of each phase. Second, when it is researched the making sounds, singing, instrumental playing and song making i.e., vocal music, instrumental music and creating activities in the level of the first, second and third phases are composed following the Seventh General Curriculum in the expression activities; above all, in each level of making sounds, the further they go into the first, second and third phases, the more improved contents it treats. And, also as for the construction of the textbooks, it is composed with episodes and concrete activities on the first phase, on the second it is constituted with the activities available to be conscious of sound around apart from a human body and on the third it includes the contents from making sounds further to controlling them in natural in accordance with the level contents. Third, when it is examined that the way of good appreciation-attitude is organised in level of the first, second and third phases on the impression activities following the Seventh General Curriculum, the learning contexts of the textbooks have one or two activities, on the first and second stage they treat the way of appreciation on music briefly and on the third the music impression activities are widen as including the deepen contents of the instrumental pieces by professional musician as well as the way of appreciation on music in a proper attitude.

특수학교 예능, 음악, 교과서, 지각활동, 표현활동, 감상활동, artistic(music) textbook of the Seventh General Curriculum of special schools, perception activities, expression activities, impression activities

김성자 Sung-ja Kim , 박현옥 Hyeon-ok Park

DOI: Vol.12(No.1) 97-112, 2008

The study is focused on the effect that the training of the scientific experiment methods has on the anxiety about experiments and the ability of scientific researches of the high school students with mental retardation. Three students from a special class of U girls’ commercial high school students in Ulsan metropolitan city took part in the study and they all had mental retardation. Baseline, intervention had been conducted 27 sessions. One week later, the activity for maintenance the remembrance of the information were followed three times at one-week intervals. Those activities were conducted by using multiple - baseline design. The results of this study are as follows : First, the training of the scientific experiment methods was effective in reducing the anxiety about experiment of the high school students mental retardation. Second, the training of the scientific experiment methods was effective in improving the ability of scientific research of the high school students mental retardation.

과학실험, 불안감, 탐구능력, Scientific Experiment, Anxiety, Ability of Scientific Research

김경숙 Kyung-sook Kim , 이점조 Jeom-jo Lee

DOI: Vol.12(No.1) 113-127, 2008

The purpose of this study was to examine the relationship of principal leadership style to the job satisfaction of teachers in charge of special classes in an attempt to explore how to ensure the efficient operation and management of educational institutes. The subjects in this study were 108 elementary and secondary school teachers who were in charge of special classes in the city of Ulsan. After a survey was conducted by mail, the answer sheets from 96 teachers (response rate 88.8%) were analyzed. SPSS WIN 12.0 program was employed to make a statistical analysis of the collected data, and t-test and F-test were utilized. Besides, Pearson Correlation Analysis was used to look for connections between principal leadership style and the job satisfaction of the teachers in charge of special classes. The findings of the study were as follows: As for connections between principal leadership style and their job satisfaction, an efficient leadership gave the best satisfaction to them in all the seven areas, followed by relationship-motivated leadership, task-style leadership and laissez-faire leadership. Regarding relations between principal leadership style and job satisfaction, the relationship-motivated leadership was positively correlated to their job satisfaction in five areas including interpersonal relationship, job, working environments, compensation, and administration system. The task-style leadership had a positive correlation to their job satisfaction in six areas that involved interpersonal relationship, job, working environments, administration system and status. That wasn't correlated to their satisfaction with expertise.

학교장의 지도성 유형, 특수학급 교사의 직무만족도, principal leadership style, job satisfaction of teachers in charge of special classes

추연구 Youn-gu Chu

DOI: Vol.12(No.1) 129-152, 2008

The purpose of this study was to delve into what made the importance of the self-determination of students with intellectual disabilities increasingly highlighted in this age, as there were a lot of discussions about that in our country. And it’s also meant to examine what caused students with intellectual disabilities to have difficulties in self-determination and how to help boost their self-determination in an effort to encourage them to lead a better quality of life as self-determined and positive members of society. The findings of the study were expected to lay the foundation for bolstering the quality of life, empowerment and self-determination of people with intellectual disabilities.

지적장애, 자기결정, 지원, 삶의 질(QOL), intellectual disabilities, self-determination, support, quality of life