신진숙 Jin-sook Shin , 김지예 Ji-ye Kim

DOI: Vol.12(No.2) 33-47, 2008

The research questions were posed as below : First, Does a systematic error-correction program improve the multiplication problem-solving skills of students with Mathematical disabilities? Second, Does a systematic error-correction program improve the division problem-solving skills of students with Mathematical disabilities? The subjects in this study were 10 children who were selected from among sixth graders in elementary school in Gimhae, Kyoumgnam. Their scores were below 60 out of possible 100 points when they took a mathematics test. But their IQ was 85 or more, which was normal. The selected children were divided into an experimental group and a control group. The experimental group participated in a systematic error-correction program, and the control group took just typical lessons. The systematic error-correction program was selected as an independent variable, and the multiplication and division problem-solving skills of the underachievers was selected as a dependent variable. The program was conducted 30 sessions for ten weeks, three sessions a week, 40 minutes each, and in the process of error-type analyzing, explaining, demonstrating, questioning, answering, sequential practicing, testing and retention test. The findings of the study were as follows: First, as for their improvement in academic achievement about multiplication after the program, the experimental group made better progress than the control group, and the gap between the two was statistically significant. Second, as for their improvement in academic achievement about division after the program, the experimental group made better progress than the control group, and the gap between the two was statistically significant. And the gap between the two was statistically significant. Overall, the systematic error-correction program served to boost the academic achievement of students with mathematical disabilities positively affecting their multiplication and division problem-solving skills. The findings of the study suggested that the academic deficiencies of the underachievers might be rooted in the teaching method of their teachers or their own learning methods. Those children fell behind their peers in terms of academic achievement, but an application of well-planned learning methods suitable for them could stimulate their potential learning capabilities and eventually let them catch up with their peers.

체계적 오류 교정 절차, 수학학습장애아, 곱셈, 나눗셈, Mathematical Disabilities, Systematic Error-Correction Program

임현주 Hyun-joo Im

DOI: Vol.12(No.2) 73-96, 2008

This case study attempted to determine the effects of art therapy on Oppositional Defiant Disorder and their aggressive and self-esteem. The subjects in this study are six-year old children prone to rebellious behavior due to parents' inappropriate attitudes in raising them, demonstrated by stress and aggressive behavior at home, preschool, and extra-curricular programs. In attempt to help change the aggressive behavior and self-esteem shown by the subjects, we initiated an art-therapy program. In order to monitor behavior and progress, we conducted 1-2 sessions every week for 50 minutes each for a total of 20 sessions, and we used K-CBCL, K-HTP, and KFD methods to measure the changes in the children's aggression. Afterwards the change in behavior was compared. Furthermore, as a means of measuring the children's levels of self-esteem, we used a self-esteem test and methods. Afterwards the results were analyzed. Also in each therapy session with the children, the researcher made and recorded observations, which were sorted and organized in order to monitor the children's progress. As a result of our research, art therapy was found to have an effect in helping decrease the aggressive behavior of the subjects, and it was also seen to help strengthen the children's self-esteem. A positive change was also witnessed in each therapy session.

미술치료, 반항성장애, 공격성, 자아존중감, Art Therapy, Oppositional Defiant Disorder, Aggressiveness, Self-Esteem

조홍중 Hong-joong Cho , 김일명 Il-myeong Kim , 방그레 Gu-rae Bang

DOI: Vol.12(No.2) 116-137, 2008

The physically disabled students have more difficulties in mobility compared with other disabled students. For this reason, the physically disabled students can be viewed as students with mobility disability. This study intends to examine the perception of teachers working at school for physical disabilities on how physically disabled students enjoy universal life as human beings. In other to achieve this purpose, this study focused on social environment and independence of daily life activities which are importance conditions in determining the quality of life(QOL) of physically disabled students. There is little attention to social environment in the research on physically disabled students' QOL. Daily life activities are also one of the most important factors influencing physically disabled students' QOL. Based on this problem, this study conducted a survey for 136 special education teachers for physically disabled students residing in the Jeonnam area. Scales used for this survey consisted of 55 items of 10 subareas: ①health, ②personal relations, ③family, ④life environment, ⑤social relations, ⑥occupation, ⑦social engagement, ⑧economy, ⑨leisure time, and ⑩daily life activities. The Cronbach′ Alpha coefficient of the whole items was .967. Finally, the following results were obtained. For the perception of special education teachers on physically disabled students' QOL, the most important factor was daily life activities(97.8%), followed by social environment(94.1%) and family(94.1%), whereas leisure time(79.4%), social engagement(83.1%), and life environment(89.6%) was perceived relatively less important than other factors.

삶의 질, 지체장애 학생, 특수교육 교사, Quality of Life, Physically Disabled Students, Special Education Teachers

추연구 Youn-gu Chu

DOI: Vol.12(No.2) 138-153, 2008

From the perspective of inclusive education, this study sought for a change in the basic thought about special education and for the recent relationship between multi-culture and inclusive education, proposed which thoughts will need to be gathered in order to practice at home and abroad, and solved this through the literature research. Regarding the findings, first, what is paid attention in the inclusive education field relies on securing the learning right of coping with diversity especially in children's needs in general class rather than a problem of educational place. Second, today's inclusive education is being discussed as the inclusive education even about characteristics and potential development in each according to universality in democracy, not simple pluralism in the field related to race, minority, gender, social class, and educational problem. Third, for the practice, anyone shouldn't be the subject of exclusion. And, it could be known to be important for practicing by making a principle for the joint practice in school and community.

통합교육, 다문화교육, 특별요구교육, Inclusive Education, Multi-cultural Education, Special needs Education