송미옥 Mi-ok Song , 이승희 Seung-hee Lee

DOI: Vol.15(No.2) 1-20, 2011

This study aimed to examine the degree and types of aggression in middle school girls and to investigate the influence of parent attachment and peer relationship stress on the aggression with self-esteem as a mediator. To do this, about 600 female student at 2 mixed-sex middle schools and 2 female middle schools in G city were asked to complete a questionnaire. Out of 566(94%) returned questionnaires, 528(88%) questionnaires were used for data analyses. Results from the data analyses using descriptive statistics, t-test, and structural equation modeling were as follows: a) The degree of aggression in middle school girls came out a total mean of 2.51 as measured on a 4-point Likert scale. Means of two aggression types(physical aggression and verbal aggression) were 2.88 and 2.23, respectively, the difference of which was statistically significant. b) Parent attachment and peer relationship stress had direct effects on aggression but neither of them had indirect effects on aggression through a mediator of self-esteem. The results were discussed and several suggestions were presented for future related research.

여중생, 공격성, 부모애착, 또래관계스트레스, 자아존중감, Middle School Girls, Aggression, Parent Attachment, Peer Relationship Stress, Self-Esteem

추연구 Youn-gu Chu

DOI: Vol.15(No.2) 21-43, 2011

The purpose of this study was to examine the intent and background of the coordinator systems for special-support school and the roles and professionalism of special-support education coordinators in the United Kingdom and Japan in a bid to shed light on the diversity of the two countries. And it's also meant to investigate the professionalism of people in charge of special education in our country in an effort to provide some information on how to foster competent human resources to facilitate the qualitative improvement of special education. The findings of the study were as follows; First, England legally requires every elementary and middle school to hire special-support education coordinators(SENCO) in accordance with the law established in 1994, and all the elementary and middle schools are thereby obliged to formulate their own policies on special educational needs(SEN) and properly cope with the needs. SENCOs are responsible for coordinating appropriate educational measures to address SEN involving LD and ADHD. Second, Japan requires elementary and middle schools to rearrange their educational systems to allow special-support education coordinators to provide students in want of special needs with assistance that they need, and special-support education coordinators who work in special-support schools are expected to offer consulting to elementary and middle schools. Third, the literature of the two countries shows that they attempt to address special educational needs by providing special-support education based on various conceptions of inclusive education and focus on improving the professionalism of coordinators and the efficiency of inclusive education.

특별지원학교, 특별지원교육 코디네이터, 특별한 교육적 요구 코디네이터, Special-Support School, Special-Support Education Coordinator, Special Educational Needs Coordinator

이찬종 Chan-jong Lee

DOI: Vol.15(No.2) 45-61, 2011

Fluency is important factor to communicate properly for happy life. The purpose of this study was to investigate that humanities therapy had effects on the fluency of the adult stutterer. The subject was adult stutterer whose stutter scale was moderate in the pre-test. The therapy was delivered 8 times for 16 weeks. After therapy, post test was conducted on the subject to evaluate the level of the fluency and communication attitude. The subject participated in the program of the humanities therapy. The humanities therapy is made up of programs of Meta Model, SOAR Model, Reframing, Swish Pattern, Serotonin Respiration Method, and Speaking with slow speech rate. The results of the study were as follows: First, the frequencies of stuttering were decreased through humanities therapy. Second, it was found that humanities therapy had effects on the communication attitude. It was found that humanities therapy program was effective in improving the fluency on the stutterer.

인문치료, 말더듬, NLP, 유창성, 의사소통태도, Humanities Therapy, Stuttering, Fluency, Communication Attitude

강경선 Kyung-sun Kang

DOI: Vol.15(No.2) 63-78, 2011

The purpose of this study was to understand musical savant syndrome by studying its causes, the classification of the savants’ music abilities and the characteristics of their music. Musical savant syndrome appears in conjunction with autism to a great degree. This phenomenon was explained predominantly by two compensation theories. One is that the musical talent of autistic people is caused by the loss of their social sensitivity. The other one is that due to the damage of the left hemisphere in the brain, the right hemisphere might be especially overdeveloped to compensate. Musical savant syndrome is divided into three types according to musical ability and musical characteristics: Splinter skill, talented savant and prodigious savant. All three types possess absolute pitch and exhibit their musical talent through the piano. Splinter skill means that musical savants display an extraordinary memory for copying music. At a more advanced level, talented savants have the ability to understand musical syntax and use it flexibly in musical context. Their understanding of musical syntax implies that musical savants are quite different from others with only savant syndrome as the latter demonstrate only the ability to copy from memory. Finally, prodigious musical savants are capable of expressing music creatively and emotionally and are an example of an extreme contradictory case where the disorder and prodigious ability coexist in autism. Until now this syndrome has been understood as an extraordinary phenomenon rather than exploring its causes from a theoretical perspective.

자폐증, 음악 서번트, 절대음감, 스플린터 기술, 음악적 통사, Autism, Musical Savant, Absolute Pitch, Splinter Skill, Musical Syntax

박현옥 Hyeon-ok Park

DOI: Vol.15(No.2) 79-94, 2011

This study was on the effects of the community-based vocational education program on community use skills and problem behaviors of adult with intellectual disabilities. For this purpose, the following research question was formulated : What effects do community-based vocational education program on adult with intellectual disabilities in community use skills and problem behaviors? For this study, multiple baseline across subjects design was used. The subjects of this study were 3 adult with intellectual disabilities(females), who were 34.7 years old(average age), attended A residential institution in A city. The experiment was conducted 4 times a week between December and March. Community-based vocational education was performed in local society actually. The major findings of this study were as follows: First, community-based vocational education program was improved of community use skills. Second, community-based vocational education program was decreased of problem behaviors. As a result, the community-based vocational education program had the positive influences on the general improvement of the community use skills and problem behaviors of adult with intellectual disabilities.

지역사회중심 직업교육, 지역사회 활용기술, 문제행동, Community-Based Vocational Education, Community use Skills, Problem Behaviors

강미라 Mi-ra Kang , 이재욱 Jae-wook Lee

DOI: Vol.15(No.2) 95-121, 2011

The purpose of this pilot study was designed to improve the inclusive child care program. The Early Childhood Environmental Rating Scale-Revised Edition (ECERS-R)(Clifford, Cryer, & Harms, 1998) was utilized to observe two inclusive child care centers' environments. Results were analyzed by rating each of 43 items of 7 subscale, and comparing to fine the improvements between pre-observation and post-observation. Each item was scored on a 7 -point rating scale from 1 (inadequate) to 7 (excellent). Results of this study were as follows. The higher levels of quality were 「Space and Furnishings」and 「Program Structure」for subject A, 「Inter action」and 「Personal Care Routines」for subject B. The lower levels of quality were 「Language-Reasoning」for subject A, 「Program Structure」for subject B, and 「Activities」for both A and B. Concretely, 「Books and pictures」item received a rating of 1 and 2 for both environments (inadequate). Also, 「Promoting acceptance of diversity」item received a rating of 1 for both environments (inadequate). And, 「Provisions for children with disabilities」 item received a rating of 2 for both environments (inadequate). These items were not improved during the observations. But, the rest of items received a rating of good or excellent. Finally, this study provide suggestions for further research. The next step in this pilot study need to be studied strategies for improving practices and ensuring in inclusive environments.

통합보육, 환경의 질, ECERS-R, 프로그램 개선, Inclusive Child Care, Quality of the Environment, Program Improvement