김수진 Su-jin Kim , 권주석 Ju-seak Kwon

DOI: Vol.15(No.1) 1-21, 2011

The objective of this study was to investigate the effects on attentional abilities of arts expressive activities program for children with mental retardation as an unity object experiment study. The subjects of this study were 3 children with mental retardation at a elementary school. This study was designed multiple baseline across subjects. It was study questions as follow. First, what is the effect of arts expressive activities program on the selective attention for children with mental retardation? second, what is the effect of arts expressive activities program on the attention span for children with mental retardation? Third, what is the effect of arts expressive activities program on the movement of the attention for children with mental retardation? The experiment was recorded by a camcorder and the frequency of session and score were analyzed with case record method and equal sampling record method and recorded in a table and multiple baseline across subject graph. The conclusions of this study are as follow: First, arts expressive activities program is effective on enhancing the selective attention of children with mental retardation. Second, arts expressive activities program is effective on enhancing the attention span of children with mental retardation. Third, arts expressive activities program is effective on enhancing the movement of the attention of children with mental retardation.

미술과 표현활동 프로그램, 정신지체아동, 주의집중력, Arts Expressive Activities Program, Children with Mental Retardation, Attentional Abilities

정순주 Soon-joo Jung

DOI: Vol.15(No.1) 23-48, 2011

The purpose of this study was to investigate preschool teachers’ knowledge of ADHD. The research questionaires were posed as follows: First, the research was to examine experiences of preschool teachers taking a course that included information on ADHD. Second, the research was to examine the level of preschool teachers’ knowledge of ADHD. Third, the research was to examine whether specific teacher characteristics as job status, education level, and years of teaching experience were related to knowledge of ADHD. One hundred eighty-one preschool teachers in Seoul and Gyeonggi-do completed the questionaire that included demographic variables and questionaires related to knowledge and experiences with ADHD in preschoolers. The findings of this study were as follows: First, the findings indicated that preschool teachers do not receive much training on ADHD in their undergraduate education programs. Second, most preschool teachers understand some of the general characteristics of ADHD, but many of them have misconceptions related to the etiological basis and treatments for ADHD. Third, a significant differences was not documented for job status and teaching experiences, but education level yielded significant differences on ADHD knowledge. The generalizability of the results of this study is limited for a few reasons. One of them, only two geographical region of the country. Future research is need to extend findings from this study to other samples with more diverse characters and regions. Finally based on these findings, professional development on ADHD for preschool teachers were discussed.

유치원교사, ADHD, ADHD에 대한 지식수준, Preschool Teachers, Level of Knowledge on ADHD

조맹숙 Maeng-sook Cho , 김현미 Hyun-mi Kim

DOI: Vol.15(No.1) 49-67, 2011

The purpose of this study, children with special child education and care center teachers and the general child education and care center teachers' job satisfaction and commitment was to compare the size of the class of job satisfaction and commitment was to evaluate the impact. To this end, Taegu and kyungbuk and public child special child education and care center and regular teachers who work 235 were selected for this study. According to the type of institutions of teacher job satisfaction, organizational commitment and significant difference in the t-test to determine whether there was a child education and care center type of class size and general child education and care center teacher job satisfaction, organizational commitment and Pearson's correlation to examine the bivariate correlation analysis was carried out. The results of this study, the first, general child education and care center teachers job satisfaction was higher more than special child education and care center teachers. Second, the general child education and care center teachers and the failure of a dedicated care giver and over all organizational commitment did not differ statistically significant sub -factors by accepting the value child care teachers in general showed a higher organizational commitment. Third, class size and teacher job satisfaction, although statistically not significant, general child education and care center teachers in human relations, and compensation systems, disability dedicated nursery teacher in charge of the class size was influenced only job. Fourth, general child education and care center the class size was significantly correlated commitment.

직무만족도, 조직헌신도, 학급규모, Job Satisfaction, Commitment, Classes’ Size

박혜진 Hye-jin Park , 이우진 Woo-jin Lee , 임현주 Hyun-joo Im , 김주영 Ju-young Kim , 김청아 Cheong-a Kim

DOI: Vol.15(No.1) 69-93, 2011

This study aimed to identify the current status of Internet use by students with disability who are attending special class of elementary schools and perception of their parents. For the purpose, the study interviewed parents of 552 students with disability who are attending special class of elementary schools in G city using a questionnaire. 235 copies of responses(43%) were collected, and a total of 140 copies were used for the final analysis except responses that they did not use the Internet. Internet use of the students with disabilities was categorized into eleven items as follows: purpose, ability, place, period they began to use the Internet, frequency to use, mean hours of use, location to use the internet at home, time zone, and helpers. Parental perception was categorized into thirteen as follows: degree the Internet helps learning of the students with disability, efforts to find good sites, necessity to use the internet, control on rules, difficulties, selection standard, educational effect, improvements, and positive or negative positions. And a frequency analysis was conducted. To summarize the results, parents had positive positions in children's use of the Internet at home, but they had negative attitude in helping their learning or effort to find good sites. It was perceived that the students with disabilities had difficulties in the use of the Internet as the contents in the Internet sites were not diverse, they had to be able to read to use the Internet and there are few sites for disabilities. The study compared the results above with those of previous studies and presents a few suggestions for further studies and challenges.

인터넷, 장애학생, 초등학교, 부모인식, Internet, Disabled Students, Elementary School, Parental Perception

김명희 Myung-hee Kim , 원상화 Sang-hwa Won

DOI: Vol.15(No.1) 95-118, 2011

The goal of this study was to find out the effectiveness of the play-oriented integrated arts program on the self-esteem of the children with learning disabilities. The study is conducted on the children with learning disabilities in special class in B primary school located in Yeoju, Gyeonggi province. The post test was done on the children to evaluate their level of self-esteem. She participated in the program formed into 14 session. Before the final session, the post test was done to assess their level of self-esteem. Finally the analysis of the scoring test results was made. The criteria of the self-esteem consists of a total of 32 items in 4 sub-categories ;general self-esteem, social self-esteem, family self-esteem and academic self-esteem. The outcomes had showed of that the play-oriented integrated arts programs was effective in enhancing the general self-esteem, social self-esteem, family self-esteem, academic self-esteem of the children with learning disabilities.

학습장애, 자아존중감, 통합예술프로그램, 놀이, Learning Disability, Self-Esteem, Integrated Arts Program, Play

설기문 Ki-moon Seol

DOI: Vol.15(No.1) 119-145, 2011

This paper dealt with learning disabilities in view of trance therapy systemized on the basis on NLP and hypnosis by this author. The issue of learning disability has been one of main subjects in the special education field. Particularly, it has been widely researched by many scholars and investigators worldwide. However, it has not been studied in the field of trance therapy. NLP and hypnosis, whose techniques belong to the trance therapy, have been recently researched in the field of psychology and medicine, although they have a shorter history in this country than those in the developed Western countries. Many researchers have dealt with NLP and hypnosis but not in the fields of learning disabilities and special education. The trance therapy utilizes the unique trance, a kind of hypnotic state which is characterized as relaxation, being focused, and calmness. The trance is a medium through which unconscious mind is accessed easily. Behavior, Learning, and Change is unconscious, so we are able to get good therapeutic results by utilizing the trance. Thus, trance therapy might be an alternative paradigm by which we could be able to understand and deal with the learning disabilities well. Students with learning disabilities are inclined to be visually oriented, which lead them to be poor at visual learning. Thus, the visual training is recommended for them. The current author presented some exercises for training students with learning disabilities to overcome their problems which are distorted in the visual sense.

학습장애, 트랜스치료, NLP, 최면, 무의식, Learning Disabilities, Trance Therapy, Hypnosis, Unconscious Mind

문수백 Soo-back Moon

DOI: Vol.15(No.1) 147-177, 2011

The Wechsler Intelligence Scale for Children, Fourth Edition was markedly different from its predecessors in terms of item content and structure. The latest revision includes five new subtests, eliminates the VIQ and PIQ, and provides factor-based indexes in addition to a FSIQ. The 10 core subtests are grouped into four domain index (Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed) The 10 subtests are combined to yield a FSIQ. In addition, there are five supplemental subtests that may be substituted, if necessary, for one or more of the core subtests, according to instructions provided in the WISC-IV Administration and Scoring Manual. This research was designed to determine the psychometric evidence for replacing core subtests with supplementary subtests by using confirmatory factor analysis. The scoring structure of the WISC-IV was supported in these analyses. There is significant substitutability between core and supplementary subtests of Working Memory. However, the psychometric evidence does not support the substitutability of supplementary subtests of Verbal Comprehension, Perceptual Reasoning, and Processing Speed.

WISC-IV, WISC-III, 지능, 확인적 요인분석, Intelligence, CFA