허승준 Suhng-june Hur

DOI: Vol.14(No.1) 1-28, 2010

The purposes of this study were to analyze the effective instructional strategies for successful inclusive education and to introduce anchored instruction as an effective instructional methods in inclusive classroom. For analyzing the instructional strategies, various literatures are investigated. An ethnography research design was employed to investigate the implementation process and the effects of anchored instruction. This study suggested the principles of instructions for successful inclusive education as individualizing curriculum goals, curriculum accommodations, universal design for learning, individualized instruction, and instructional material accommodations. And the study introduced the educational environments of anchored instruction as authentic tasks, collaborative learning, multimedia technology, and critical thinking tasks and activities. Implementation of anchored instruction reveled that both students with and without disabilities actively participated in the instruction. The teachers intervened students' activities passively and supported students with disabilities actively. This result indicated that the anchored instruction is very effective instructional strategies that can participate all students in inclusive classroom activities.

통합교육, 통합학교, 통합학급, 앵커드 수업, Inclusive Education, Inclusive School, Inclusive Classroom, Anchored Instruction

김일명 Ii-myeong Kim , 배이득 Yi-deuk Bae , 김성진 Sung-jin Kim

DOI: Vol.14(No.1) 29-55, 2010

This study examined whether the play of the body games has any effect on a child-parent interaction of an autistics' child. It showed that autistic's parents' stress affects their emotions and behaviors negatively. However, they show increased social participation. If they were provided with the chance that their parent took part in the intervention program. Two mother-child pairs participated in this study. Children were diagnosed as autism, and two mothers reported having a lot of trouble bringing them up. The program was played twice a week. P-CIPA (parent-child interaction play assessment) was used before and after the program. The results showed that the autistics' child-parent interaction through playing the body games has been changed more positively after the body games than before those. The parent positively accepted the child's behavior and need, shared pleasures with each other. The children looked for its parent instead of playing by itself. In addition, when playing they allowed their parent to play with. We are convinced that play of the body games not only improves the autistics' child-parent inter-relation which had much difficulty dealing with previously.

신체놀이 활동, 자폐아동, 모-아 관계, 행동변화, Body Games, Autistic Child, Child-parent Interaction, Behavior Change

김진숙 Jin-sug Kim , 정용석 Yong-seok Chung

DOI: Vol.14(No.1) 57-75, 2010

This study is aimed at exploring the teachers’ perception to children with disabilities, with focus on a pathological perspective and social system deficiency perspective. Questionaire was used for surveying teachers’ perception, and teachers’ responses to it was analysed according to teacher groups including teachers in regular class, in special class, and special school, and age groups including 20s, 30s, and 40s. Results are as follows. First, teachers in regular class have more positive attitudes to pathological perspectives than teachers in special class and special school. Second, teachers in special class have more positive attitudes to social system deficiency attitudes than teachers in regular class and special school. And 20s in age groups have more positive attitudes to social system deficiency attitudes than 40s have.

병리적 관점, 사회체제결함론, Pathological Perspective, Social System Deficiency Perspective

유경미 Kyung-mi Yoo

DOI: Vol.14(No.1) 77-106, 2010

The purpose of this research was to investigate the effects of group art psychotherapy program on social interaction among children with Intellectual Disabilities. The specific research questions of this research are as follows: First, how does the group art psychotherapy program effect the social interaction among children with Intellectual Disabilities? Second, how change in sessions process of group art psychotherapy on social interaction among children with Intellectual Disabilities? The subjects of this research were 5 elementary school children diagnosed as the Intellectual Disabilities or with Down's Syndrome; they scored under 55 on the K-WISC-Ⅲ, and under 121 on the Social Interaction Rating Scale(Walker, & McConnell, 1988; Walker et al, 1988). The experimental condition was demonstrated by AB design, included baseline(5 sessions), intervention(15 sessions), and maintenance(5 sessions). The results found in this research are summarized as follows: Behavior frequency of social interaction increased at the intervention levels and social interaction also were maintained.

집단미술치료 프로그램, 지적장애아동, 사회적 상호작용, Group Art Psychotherapy Program, Children with Intellectual Disabilities, Social Interaction

이소라 So-ra Lee , 백은희 Eun-hee Paik

DOI: Vol.14(No.1) 107-123, 2010

The purpose of this study was to investigate the effects of self-determination program for middle school students with mental retardation in special school. The specific research questions were as followings: 1. Does the self-determination program make a significant differences on autonomy section report scores of the Arc's self-determination scale for students with mental retardation? 2. Does the self-determination program make a significant differences on psychological empowerment section report scores of the Arc's self-determination scale for students with mental retardation? Eight students with mental retardation have been selected as an pre-post test group of experiment. The results have been analyzed with t-test using SPSS for window 17.0 program. The research results were as followings. First, the self-determination program had significant differences on the results of the autonomy section the Arc's self-determination scale from pre-post test results. Secondly, the program had significant differences on psychological empowerment section of the Arc's self-determination scale from pre-post test results. The study proved effectiveness of self-determination program enhancing autonomy and psychological empowerment of self-determination. Follow-up research studies investigating the effects of various self-determination programs with larger sample size would be necessary.

자기결정능력, 지적장애, Self-determination, Mental Retardation