권미은 Mi-eun Kwon

DOI: Vol.18(No.2) 1-32, 2014

This purpose of this study was to investigate the effects of multicultural education on pre-service early childhood special education teacher's multicultural competency and multicultural belief. The participants of the study comprised of 15 freshman students who have taken the multicultural education courses administered during the 1st semester of 2013. Multicultural competency and multicultural belief were analyzed quantitatively before and after multicultural education. The Journal of students were analyzed qualitatively in terms of multicultural attitude and perception, belief. As a result of the research, after they han taken the multicultural education courses, student's multicultural competencies and multicultural belief increased statistically meaningfully. The multicultural attitude and perception were positive changed during multicultural education courses. Like this result the pre-service early childhood teachers will be helpful in applicating multicultural class. Further, it could be applied to fundamental data to even judge the suitability from the process which prepares the multicultural education program.

대학 다문화교육, 예비유아특수교사, 다문화 역량, 다문화 신념, University of Multicultural Education, Preservice Early Childhood Special Education Teacher, Multicultural Competency, Multicultural Belief

이성로 Seong-ro Lee , 김수연 Soo-youn Kim

DOI: Vol.18(No.2) 33-52, 2014

This article explored the effect of community-based instruction including peers without disability on the performance of recreation skill of students with developmental disability. Three elementary students with developmental disability and six students without disability participated in this study. The effect of intervention was examined through multiple intermittent baseline design across subjects. The recreation skill for this study is to play bouncing up and down on the trampoline with peers. The intervention are time-delay and least to most prompt in the classroom and in the local indoor trampoline playground. The data analysis demonstrated that the performance rate of the recreation skill increased as a result of intervention. Their acquired recreation skill was generalized and maintained. Several issues regarding the result are also discussed.

지역사회중심교수, 발달장애, 트램펄린놀이터, 또래 지원, Community-Based Instruction, Children With Developmental Disability, Recreation Skill, Peer Support

김경은 Kyoung-eun Kim , 이신동 Shin-dong Lee

DOI: Vol.18(No.2) 53-78, 2014

The purpose of this study was to provide basic data for successful educating gifted students with disabilities by investigating perception of teachers for gifted and special teachers as subjects of education in regards to gifted students with disabilities. The results of analyzing survey from 50 teachers at gifted education centers and gifted classes and 50 teachers at special schools and classes in Seoul, Gyeonggi Province, and Chungnam Province. The results are as follows. First, teachers for gifted and special teachers perceived dual exceptionality as an implicit element of gifted students with disabilities. Second, both of teacher groups perceived outstanding giftedness as a characteristic of gifted students with disabilities and social distress and alienation as a negative characteristic. Third, both groups of teachers perceived that gifted students with Autism and gifted students with Savant syndrome are the representative types of gifted students with disabilities. Fourth, both groups of teachers perceived that identification system of gifted students with disabilities should be provided and that observation and nomination by teachers is a proper identification method. Additionally, while the optimal time of screening for the gifted students with disabilities was lower graders of elementary school, it is perceived that lack of trained professionals and neglect of potentials of gifted students with disabilities are the problems of identification for gifted students with disabilities. Fifth, both perceived that individual educational program is necessary for gifted students with disabilities. Sixth, since they considered that education for gifted students with disabilities must be made under the close cooperation with gifted teachers and special teachers, increasement of social perception should be preceded to make education for gifted students with disabilities successful. Finally, although both teacher groups participated in training program of gifted students to understand exactly about implication and characteristic of gifted students with disabilities, special teachers preferred to training program offered by professions society, whereas gifted teachers preferred to join in training program offered by university.

장애영재, 이중특수성, 영재교사 인식, 특수교사 인식, Gifted Students with Disabilities, Dual Exceptionality, Perception of Gifted Tachers, Perception of Special Teachers

김기흥 Ki-heung Kim

DOI: Vol.18(No.2) 79-111, 2014

This study puts its purpose in exploring the self-image of special education teachers in elementary school and providing basic information and materials, which are necessary for the qualitative improvement of inclusive education and job satisfaction of teachers through investigating the recognition of special education teachers about themselves and special education as well as demand for special classes. In terms of the research method, individual interviews were conducted on seven teachers of special classes in elementary schools, located in the B metropolitan city. The research contents were largely organized with two topics; the self-images of special education teachers and the images about special classes, perceived by special education teachers based on semi-structured questionnaire papers for individual interviews. The research results, drawn from this study, are as follows: First, the images of special education teachers about special classes as well as the self-image of special education teachers in elementary school were negatively formed by images of withdrawal, loneliness, exclusion, and disadvantage. Second, to improve the self-image or self-concept of special education teachers, this study indicates the importance of the establishment of identity through the redefinition of legal concepts about special classes, the improvement of understanding and cooperation about special education and inclusive education in the school environment, the enhancement of teacher training system for special education teachers who have a single certificate, and the establishment of specific guidelines for the course of inclusive education and the operation of special classes at national level.

특수학급, 통합교육, 특수학급교사, Special Classroom, Inclusive Education, Special Classroom Teacher

이미숙 Mi-suk Lee , 김경민 Kyung-min Kim , 양소현 So-hyun Yang , 노진아 Jina Noh

DOI: Vol.18(No.2) 113-137, 2014

The study investigated how parent involvement implemented in special schools and how special school teachers perceived about parent involvement. The study included 129 special school teachers, and the study surveyed about the necessity and the current status of parent involvement, the executive level of parent involvement, the teachers’ perception on parent involvement, the controversial issues of parent involvement, and the ways to improve parent involvement. The results showed that the special school teachers perceived the necessity of parent involvement, but the executive level was low, and the ways to involve the parents were not diverse. The special school teachers perceived that it was difficult to involve the parents due to the external factors such as a dual-income families or families’ economic status. As well, the special school teachers indicated the work adjustment and the active interaction between teachers and parents as the ways to improve parent involvement. Based on the results of the study, the study discussed and suggested the ways to activate parent involvement.

특수학교, 교사, 장애학생, 부모참여, Special School, Teacher, Handicapped Student, Parent Involvement

정용석 Yong-seok Chung

DOI: Vol.18(No.2) 139-159, 2014

This study explored historically pathological paradigm in special education, for reconstructing special education system in Korea. From this exploration, it was suggested that we did not accept the presupposition that the core of pathological paradigm is to provide therapeutic-instructional benefit for its subjects while educational settings including separated settings is considered to be contingent upon its benefit. And now days its purpose is not actualized that give benefit to its subject under special education service system in Korea. It is suggested an alternative service system to give benefit to exceptional children, named ‘Part-Time One Student Special Class' in which student is taught one to one for several hours per week.

시간제 1인 특수학급, 병리학적 패러다임, 전달체계, Part-Time One Student Special Class, Pathological Paradigm, Service System

함현진 Hyun-jin Ham

DOI: Vol.18(No.2) 161-189, 2014

The purpose of this study was to analyze the relationship between the KOPPITZ-2 for the BGT-2 responses(total score of developmental indicator, the number of emotional indicator, the time required, the number of recall) and the correlation between BGT-2 responses and intelligence of children with developmental disabilities. 34 subjects were assessed using K-WISC-Ⅲ and BGT-2. The data were analyzed by One-Way Anova, chi-square test and correlation coefficient. The following results were obtained. First, there was positive correlation between total score of developmental indicator and the number of emotional indicator. But there was negative correlation between total score of developmental indicator and the number of recall. Second, there were significant differences with intelligence in 11, 22, 27 of developmental indicators and 4, 5 of emotional indicator. Third, There was positive correlation between intelligence, total score of developmental indicator and the number of recall, whereas negative correlation between intelligence and the number of emotional indicator. But, there was no correlation between intelligence and the time required. Therefore KOPPITZ-2 for the BGT-2 might be useful assessment tool to understand intellectual characteristics and to estimate intelligence of developmental disabilities.

발달장애, BGT-2, KOPPITZ-2, K-WISC-Ⅲ, Developmental Disabilities