김기흥 Ki-heung Kim

DOI: Vol.17(No.4) 1-27, 2013

This study aims to explore several implications for the development of inclusive education of the children with disabilities and children with non-disabilities in Korea through the inclusive education cases of Waldorf schools, established on the basis of Steiner education in Germany. As study method, it conducted a comparative analysis based on collected data and information by visiting Michaeli-Schule(school), located in Koln, Germany, along with literature study and the search of Internet sources. The study results, drawn in this study are as follows: First, the educational philosophy of the members of education institutions about inclusive education, which is thorough and firm, should be prerequisite to realize inclusive education. Second, the positive and aggressive attitudes should be cultivated in regard to the awareness and methods of inclusive education by expanding the numbers and rates of children with disabilities who attend general schools. Third, to achieve the inclusive education of children with disabilities and children with non-disabilities successfully, the cooperative relationships of teachers among the factors of class environment are keenly required.

자유 발도르프 학교, 슈타이너, 장애아동, 통합교육, Free Waldorf School, Steiner, Children with Disabilities, Inclusive Education

신혜순 Hye-soon Shin , 김수연 Soo-youn Kim

DOI: Vol.17(No.4) 29-55, 2013

Social stories were a tool that informs children with disabilities of an appropriate behavior in a social context through visual support such as simple sentences, pictures, and photos. The present study used a social story intervention that were performed by the peer children in the same class. The topic of the social story was determined on the basis of the result of the survey for the whole class. The peer support group made a social story book including pictures and read the story regularly to the children with intellectual disabilities. The seventeen-week intervention showed that their task-performance behavior (class participation behavior, playing a role, and writing a workbook) was improved. In addition to that, the peer support group students were positively evaluated compared to those of the control group in terms of the relationship with the children with intellectual disabilities. The peer support group children provided the children with intellectual disabilities with natural support during the social story reading. Discussions and implications of the study is also offered.

상황이야기 중재, 과제수행행동, 또래 지원, 친구관계, 통합교육, Social Story Intervention, Task-Performance Behavior, Peer Support, Friendship Relationship, Inclusion Education

송지현 Jee-hyun Song , 정승문 Seung-moon Chung

DOI: Vol.17(No.4) 57-79, 2013

This study aimed to evaluate single stimulus and synchronous stimulus types simultaneously, and to compare which stimulus system is more effective for generating sentence production in children with language development delays. Through this analysis, the study will provide basic data for interventions aimed at improving sentence structure in children with language development delay. This study has been aimed at 15 normal children and 15 language delayed children respectively, totally 30, whose language age is 3, and the differences have been analyzed sentence-producing performance, case marker production and error types in accordance with stimulus types. As a result, in case of children with language development delay, single stimulus presentation method is more useful in sentence structure production rather than synchronous stimulus presentation. However this result suggests that during language intervention for children with language development delay after an initial, easy single stimulus more variegated unit goal setting by stimulus is appropriate for children's language level and repeated activities strategy is necessary in order for children to gradually adopt various stimulus system, not providing them with only single stimulus.

자극유형, 청각자극, 시청각자극, 언어발달지체 아동, 격조사, Stimulus Type, Auditory Stimulus, Audiovisual Stimulus, Children with Language Developmet Delay, Case Marker

정주영 Joo-young Jeong

DOI: Vol.17(No.4) 81-106, 2013

The purpose of this study was to identify components of ecological context inventory and rate theirs importance in elementary school students with developmental disabilities. 30 Parents of elementary school students with developmental disabilities and 30 regular class teachers with experience of teaching elementary school students with developmental disabilities rated the importance for components of ecological context inventory. Items of rated inventory may provide criterion to develop the life-centered curriculum for elementary school students with developmental disabilities. Most of items in this inventory were rated ‘very important’ or ‘important’. And 30 Parents of elementary school students with developmental disabilities and 30 regular class teachers with experience of teaching elementary school students with developmental disabilities showed the similar results.

생태학적 환경 목록, 발달장애, 생활중심 교육과정, Ecological Inventory, Developmental Disability, Life-Centered Curriculum

박찬희 Chan-hee Park , 이명순 Myung-sun Lee , 박현 Hyun Park

DOI: Vol.17(No.4) 107-121, 2013

The purpose of this study was to examine the effects of vocabulary abilities improvement of hearing impaired children in Musical activities. Hearing impairment children participated in the study. This experiment was designed with AB-design with pre-stage, and post-stage. The therapy was delivered 40 times for 12 weeks. The results of the study were as follows: First, the musical activities program was effective in improving the receptive language. Second, the musical activities program was effective in improving the expressive language. In conclusion, musical activities program was effective in vocabulary ability of hearing impaired children.

음악활동, 청각장애, 어휘력, Musical Activities, Hearing Impairment Children, Vocabulary Abilities

김정은 Jung-eun Kim

DOI: Vol.17(No.4) 123-144, 2013

This study aimed to analysis the gap in those of university adjustment, social support, stress coping strategy caused by such factors as gender, age, grade, type of disorder, grade of disorder, admission type, type of graduated high school of disabled university student. The subjects of this study were 101 disabled university student. The results of this study were as followed. First, disabled university student’ university adjustment differed in gender, grade, admission type, type of graduated high school.. Second, disabled university student’ social support differed in grade, type of disorder Third, disabled university student’ stress coping strategy differed in grade, type of graduated high school. Fourth, the information support and emotional support factor accounted for 41% of the university adjustment on disabled university student. And problem focused coping, emotion focused coping factor accounted for 27% of university adjustment variables on disabled university student.

장애대학생, 대학생활적응, 사회적 지지, 스트레스 대처 전략, Disabled University Student, University Adjustment, Social Support, Stress Coping Strategy

김정현 Jeng-hyun Kim , 박현옥 Hyeon-ok Park

DOI: Vol.17(No.4) 145-163, 2013

This study was to identify the effects of question-generation strategy in elementary social studies on learning satisfaction and problem solving competency of social studies underachievers. For this purpose, the following research question was formulated : What effects do question-generation strategy in elementary social studies on underachievers in learning satisfaction and problem solving competency? The subjects of this study were 32 social studies underachievers, attended A elementary school(experimental group, n=16) and B elementary school(control group, n=16) in G city. The experiment was conducted 2 times a week between September and October 2013. For this study, nonequivalent control group pretest - posttest design was adopted. To verify hypotheses of this study, frequency analysis, t-test, ANCOVA were conducted by using SPSS Windows ver 12.0. The major findings of this study were as follows: First, question-generation strategy in elementary social studies was improved of learning satisfaction. Second, question-generation strategy in elementary social studies was improved of problem solving competency. In conclusion, the effect of question-generation strategy should be discussed further while also considering the influence of teachers' instructional strategies.

질문생성전략, 학습 만족도, 문제해결력, 학습부진아, Question-Generating Strategy, Learning Satisfaction, Problem Solving Competency, Underachiever

김효선 Hyo-seon Kim , 이승희 Seung-hee Lee

DOI: Vol.17(No.4) 165-187, 2013

This study aimed to analyze domestic Korean medicine research papers on oriental medical therapy of ADHD. To do this, 13 domestic research papers published during the period from 2000 to 2011 were selected and analyzed in terms of journal distribution, research method, subject, treatment method, treatment duration, treatment frequency, treatment result. The results were as follows: a) All 13 papers were published across only three journals; b) Only four research methods(case study 54.0%, literature study 30.8%, experimental study 7.6%, survey study 7.6%) were used across the 13 papers; c) Eight of the 13 papers included children as subjects and most of them were between the ages of 7 and 13; d) Eleven of the 13 papers presented treatment methods in which oriental medicine and acupuncture appeared most frequently, and 6 of the 11 papers utilized more than 1 treatment method; e) Eight of the 13 papers presented treatment durations which were most between more than/equal to 1 month and less than 3 months; f) Eight of the 13 papers presented treatment frequencies which were most about 2 sessions per week or 1 session per week; g) Eight of the 13 papers presented treatment results and in all 8 papers treatment turned out effective. Finally, conclusions and implications for special education were presented based on the results and discussion of this study.

주의력결핍과잉행동장애, ADHD, 한방치료, 한의학, Attention Deficit Hyperactivity Disorder, ADHD, Oriental Medical Therapy, Korean Medicine

유경미 Kyung-mi Yoo

DOI: Vol.17(No.4) 189-210, 2013

The purpose of this research is in finding out if there is difference between the response characteristics in DAP:SPED(emotion and action problem sorting human figure drawing test) between ADHD children and general children. We objectively sampled 32 children- who have been diagnosed as having ADHD, and are getting psychological treatment service at the psychological counseling facility, as subjects of this study. The comparative group was selected out of 253 children who are attending elementary schools based in Seoul and Gyeonggido. 36 children who scored under 63 T score in the KCBCL test, which included internalized problem measure, externalized problem measure and overall problematic action measure, were selected. The selection of comparative groups were based on the evidence by Gyungja Oh and others (1997), of how after combining the conclusions of the clinical group and normal group discriminant analysis, 63 points of T score turned out to be the most appropriate score. Data was collected by analyzing the reaction difference between groups after performing the DAP:SPED. The analysis of data was done by performing the independence sample t-test, in order to see the difference in male drawings, female drawings, self drawings and overall score between the ADHD children group and general children group, and also the difference between each reaction in 36 grading criterion. The result of the study showed significant difference in all of male drawings, female drawings, self drawings and overall score between the drawings of ADHD children and general children, and in the grading criterion, significant differences were shown in the criteria of little figure, right placement, baseline drawn, failed integration, nose omitted, mouth omitted, fingers omitted, feet omitted, and feet shading. Therefore, DAP:SPED can be considered a useful tool for projection test that provides helpful information at clinical settings by showing the reaction difference between ADHD children and general children.

주의력결핍 과잉행동 장애, 정서·행동 문제 선별 인물화검사, Attention Deficit Hyperactivity Disorder, ADHD, Draw-A-Person Test on Screening Procedure for Emotional Disturbance, DAP, SPED