김경열 Keoung-yeol Kim

DOI: Vol.16(No.2) 1-21, 2012

This study was designed to find the motivation for participation, limiting factors, facilitating factors in education for the students with developmental disability after the school-age who are being required to get education continuosly in the knowledge-based society. Also, it was set out to find the ways to revitalize the education for them. For this, six parents in the education for the developmentally disabled and an in-depth interview was conducted. The results from the study are as follows. First, the motivation for participation in lifelong learning for the students with developmental disability included the characteristics of the learners, guarantee of educational opportunities, a strong sense of belongling and diploma acquisition. Second, the limiting factors for participation in lifelong learning for the students with developmental disability included the issue of accessibility to the educational institutions, the characteristics of the learners, the issue of educational policy by the government and the lack of understanding for the characteristics of disability. Third, the facilitating factors for participation in lifelong learning for the students with developmental disability included the government;s budget and policy supports, integrated education-environment, for parent to claim children's educational rights and the program development and management. Fourth, the ways to revitalize lifelong learning for the students with developmental disability included the program development and operation, commissioned education ate the religious facilities, the lifelong learning for special educational facilities and active efforts by the government.

특수교육, 평생교육, 발달장애, 지적장애, Special Education, Lifelong Learning, Developmental Disability, Intellectual Disability

권재숙 Jae-suk Kweon , 김성진 Sung-jin Kim

DOI: Vol.16(No.2) 23-45, 2012

The purpose of this study was to find out the influence factors of old disabled women’s life satisfaction. Refer to the advanced researches, main factors are comprised of sociological population effect, economical effect, social effect, and physical·psychological effect. The analysis of this study was based on a survey of 1,397 older disabled women to figure out their life satisfaction which is part of survey conducted with disabled people in 2008 The result of the study was as follows. First, the major factor of influencing older disabled women is sociological population effect. According to the F/ t verification, existence of spouse, disability class, and house ownership shows meaningful result. Also, regression analysis determines that existence of spouse and disability class, except house ownership, are still influencing life satisfaction despite the affect of sub-variables. Second, physical·psychological effect which consist with usual health condition, level of daily assistance, family relationship, and number of friend are determined as life satisfaction factor of older disabled women. Third, the more they satisfied with social effect such as avocation and leisure activity, the higher the life satisfaction is brought out. However, F/ t verification determines that the other social effects like going out alone, number of going out in the past year, and impression of discrimination affects the life satisfaction, but regression analysis does not fully explain it for older disabled women. Fourth, in case of economical effect, economic class what they feel and content with house where they live influence life satisfaction of older disabled women. However, status of employment and monthly family income affects the life satisfaction in F/ t verification, but not in regression analysis.

여성 고령장애인, 삶의 만족도, 장애인실태조사, Older Disabled Women’s, Life Satisfaction, Survey Conducted with Disabled People

이영인 Young-in Lee , 추연구 Youn-gu Chu

DOI: Vol.16(No.2) 47-66, 2012

The purpose of this research was to recognize any difference on the attitude of accepting disability from non-disabled students in Elementary Schools. I distinguished one class for experimental group and the other for simulation control group in two classes of 6th grade in an elementary school located in Wonju city. I developed the disability understanding program followed by extracting an article with the examples of overcoming disability and it was applied to the experimental group. I surveyed the acceptive attitudes toward disability of non-disabled children after preliminary and post inspections about preferred activities and adjective criterion. there are two measurements used in this research. In conclusion of these results from the research, we can find out the positive effects on the acceptive attitude toward disability on the experimental group affected by NIE. It is confirmed that NIE can be one of the good mutual means which can change the acceptive attitude toward disability of students in educational arena.

장애극복, 신문 활용 교육, 장애수용태도, Overcoming Disability, Newspaper in Education, Acceptive Attitudes toward Disability

권미은 Mi-eun Kwon , 최낙천 Nag-cheon Choi

DOI: Vol.16(No.2) 67-91, 2012

This study was to examine the effects of the structured art activity in the inclusive classroom on the peer interaction of young children with disabilities. 2 children with developmental delay and 6 non-handicapped peers were joined this study. This study was implemented for 6 weeks, 30 minutes per session and those children participated in structured art activities three times a week. The data were collected by measuring differences between the pre & post peer interaction observed by trained observers in free play. The results were as follows. Structured art activity was found to be significant difference for promoting positive peer interaction of the young children with disabilities. These result implicate that the structured art activity had the effect to promote the peer interaction. Consequently, because merely placing young children with disabilities together with non-handicapped young children in the same setting does not ensure active peer interaction between them, it was suggested that well structured intervention is required to facilitate the opportunities and frequency of peer interaction between children with and without disabilities.

통합교육 환경, 미술활동 구조화, 장애유아, 또래상호작용, Inclusive Classroom, Structured Art Activity, Young Children with Disability, Peer Interaction

박선희 Sun-hee Park , 강은희 Eun-hee Kang

DOI: Vol.16(No.2) 93-115, 2012

In an effort to identify characteristics that the physically challenged display in sharpening ability to narrative, we asked 8 school-age children with cerebral palsy and 8 school-age children to express given story materials and summarize them. We also used C-unit classification method to divide the data based on the usage ratio of story grammar, the usage ratio of story grammar by subdivided category, the number of complete episode, the usage ratio of subordinate clause, the usage ratio by type of subordinate clause, number of total words(NTW) and number of different words(NDW), the mean length of C-unit; words(MLC-w) for analysis. As a result, it turned out that the school-age children with cerebral palsy less frequently used the usage ratio of story grammar than school-age children. And school-age children with cerebral palsy less frequently used the usage ratio of story grammar by subdivided category than school-age children. In particular, the setting and consequency was significantly low among the school-age children with cerebral palsy in terms of statistical terms. School-age children with cerebral palsy less frequently used the number of complete episode than school-age children. School-age children with cerebral palsy less frequently used subordinate clause and subordinate clause by type than school-age children. With regard to the number of total words, number of different words and the MLC-w used for story written by children with cerebral palsy, it turned out that the number was lower than that of normally children.

학령기 뇌성마비아동, C-unit, 이야기문법, School-Age Children with Cerebral Palsy, Story Grammar