조홍중 Hong-joong Cho , 이미정 Mi-jeong Lee

DOI: Vol.16(No.3) 1-21, 2012

The purpose of this study was to discuss differences in terms on developmental disabilities and their suggestions in disabilities-related groups and each field such as education and welfare to enhance the effectiveness of「Developmental Disabilities Assistance and Bill of Rights Act」initiated on May 30. Also, this study attempts to examine the relationship with other laws such as 「Developmental Disabilities Assistance Act」. As a result, there was difference in special education subjects under「Developmental Disabilities Assistance and Bill of Rights Act」and『Act on Special Education for the Disabled Persons, etc.』and disabilities-related terms under『Welfare of Disabled Persons Act』. Age difference was also found, which may give rise to confusion. Accordingly, it is necessary to explore the methods to secure interconnection with field law through inter-disciplinary study and provide the law which presents the basis of law adjustment and institutional connection. In other words, like『Basic Law for Persons with Disabilities』in Japan, the law should be constituted by field around the welfare law for persons with disabilities and therefore, inter-disciplinary study is required more greatly. Domestic and international concepts of developmental disabilities used in the law, medical care, and fields were also compared and analyzed. The findings suggest that developmental disabilities were related to the deficit of brain functions, had severe chronic disabilities, and should include young children in the subject.

발달장애, 정의, 법, Developmental Disabilities, Definition, Law

박경우 Kyoung-woo Park , 추연구 Youn-gu Chu

DOI: Vol.16(No.3) 23-44, 2012

This research was carried out to investigate the changes in a student with disabilities social interaction and the general student’s attitude of acceptance created by implementing small group reverse-inclusive education. For this research, The total number of students in experimental groups was forty-four including four students with disability and forty-three in control groups. The first result shows that all four of the students with disabilities, who participated in the small group reverse-inclusive education, had an increase in their social interaction rates. There was, however, individual variances in each social interaction category. Second, the result shows that there were no positive or significant changes in acceptance attitude of control group. The attitude towards student with disability mostly remained the same or were decreased. Nevertheless, improved scores by the experimental group show this research had a positive effect on students with disabilities. All these findings imply the use of small group reverse-inclusive education in inclusive education have positive influence on the social interactions of students with disabilities and acceptance attitudes of general students, which produces a striking effect. Thus, when used in a long term and continuous program cooperation between special education teachers and general education teachers there could well be great success in utilizing this in our current educational system.

역통합교육, 사회적 상호작용, 수용태도, Reverse-Inclusive Education, Social Interaction, Acceptance Attitude

정현조 Hyun-jo Jung , 김화수 Wha-soo Kim

DOI: Vol.16(No.3) 45-73, 2012

The purpose of this study was a comparative research on retelling and writing out of effective reading comprehension strategies in the 3rd grade of elementary school children with reading disabilities. In other words, it is a study that tries to prepare the story composition report by searching for 6 kinds of story constitutional elements after reading the story, tries retelling and writing, and compares efficiency of the reading comprehension by using evaluation problem about the realistic understanding and the inferential understanding. This study carried out by dividing six 3rd graders with reading disabilities into two groups, and selected the reading story and the evaluation problem in a discussion of three elementary-school teachers. In conclusion, it can be said that retelling is more effective strategy for the reading comprehension than writing and is more effective for enhancing the realistic understanding than the inferential understanding, in a study of target ing the 3rd grade of elementary school children with reading disabilities.

읽기장애, 읽기 이해, 다시 말하기, 쓰기, Reading Disability, Reading Comprehension, Retelling, Writing

김향지 Hyang-ji Kim

DOI: Vol.16(No.3) 75-94, 2012

This study aimed to investigate difficulties that new special education teachers experience in the course of preparation and process of interview with parents and establish a proper direction for qualitative operation of curriculum with a view to carry out education for preliminary special education teachers they suggest. Questions of this study include, First, what are the difficulties that new special education teachers experience in interviewing parents? Second, What measure is suggested by new special education teachers to educate preliminary special education teachers for parents interviews. For the above, this study conducted in-depth interview with 4 new special education teachers with less than 1 year of teaching experience and made an analysis on the contents. The results of study show that First, in case parents are not interested in interview and they have different viewpoint on children’s education, new special education teachers become embarrassed without knowing applicable techniques or the method of feeling sympathy. Second, the result also revealed that they feel pressure in collecting information on the children due to shortage of interview preparatory period and adjusting schedule for interview with parents. Third, new special education teachers fail in conducting effective interview due to shortage of interview techniques and experience in the course of interview. Fourth, new special education teachers are putting emphasis on the necessity of educational institutes’ establishing a subject related to parents interview and suggesting qualitative operation of curriculum for parents interview focusing on practical examples.

초임 특수교사, 부모면담, 예비 특수교사, New Special Education Teachers, Parents Interview, Preliminary Special Education Teachers

신현복 Hyun-bok Shin , 이근매 Keun-mae Lee

DOI: Vol.16(No.3) 95-120, 2012

This study focused on the effects of group art therapy for mothers of school-age children with disabled reduction on parenting stress and change in the method of coping with stress. Subjects were eight mothers attending located in City N, Chungcheongnam-do. Group art therapy program was carried out 10 times, 120 minutes per session. A parenting stress criterion and multidimensional stress were employed. Preliminary examination, experimentation, and post-test were carried out and the data were examined by Wilcoxon test using SPSS WIN 15.0. The results showed that group art therapy was useful in reducing parenting stress and improving stress coping behaviors of mothers of school-age children with disabilities.

학령기 장애자녀 어머니, 집단미술치료, 양육스트레스, 스트레스 대처방식, Mother of School-Age Disabled Children, Group Art Therapy, Nurturing Stress, Stress Coping Strategies