김윤아 Yun-ah Kim

DOI: Vol.18(No.3) 1-20, 2014

The present study aimed to examine how child-care center staffs perceive the current accreditation index of child-care center for children with disabilities, and to offer basic information in developing the third index of child-care center accreditation. A nationwide survey targeting principles and teachers (including special educators) working in child-care facilities for children with disabilities in Korea was implemented and the subjects were a total of 119 (44 principles, 36 teachers, 39 special educators). Means and standard deviations were used to explain the perception of child-care staffs on the current accreditation index for child-care center for disabled children. The results showed that the child-care staffs perceived the current index of child-care center accreditation for disabled children were adequate in general, however, reported ‘space for teachers’ among the child-care environment index as moderate by the reasons of difficulties in securing space due to relatively large number of staff compared to given space and difficulties in space utilization during the daily operation hours due to the nature of working with disabled children.

장애아전문 어린이집, 평가인증지표, 보육교직원의 인식, Child-Care Center for Children with Disabilities, Index of Child-Care Center Accreditation, Child-Care Center Staffs’ Perception

강영주 Young-joo Kang

DOI: Vol.18(No.3) 21-42, 2014

Family therapy has been developed since the importance of family dynamics suggested in academic field that only individuals were regarded as client in therapy. After the effectiveness of family therapy were reported, the possibility of application in family therapy as family support for family with disability has been suggested. Therefore, this study explores the possibility of application through literature review for the effective ways of family therapy as family support for family with disability. In addition, this study explored burden of families with disabilities and psychological characteristics of mothers of children with disabilities. Then, effectiveness of programs for family support for family with disability and family therapy was explored through classification of empirical study. As a result, continuous counseling is required to reduce psychological burden of family with disability and accept and help adaptation of children with disability. It is effective to family cohesion, adaptation, improvement of family relationship, in other words, interaction between parents and children. and improvement of children's sociality when all family members were participated in even one session during treatment period. The effective way of family therapy suggest a possible application of family therapy for families with disabilities.

장애인 가족, 가족지원, 가족치료, Families with Disabilities, Family Support, Family Therapy

윤형준 Hyung-jun Yun

DOI: Vol.18(No.3) 43-61, 2014

This study aims to identify the participation status of students with mild Cerebral Palsy in inclusive physical education, the awareness by P.E. teachers who are in charge of inclusive physical education, and limitations in teaching the subjects. For these purposes, intensive interviews were made with nine middle school students who were placed in inclusive middle school physical education class who had been diagnosed with brain lesion disorders, and nine P.E. teachers who were in charge of the inclusive classes or experienced being in charge of them. As a result of the qualitative inquiries, six sub-themes in three inquiry categories were drawn: (1) the success factors for the inclusive physical education, (2) the failure factors, (3) changes and expectations for inclusive physical education. Based on the results, development of teaching and evaluation materials for effective instruction of students with mild Cerebral Palsy and the necessity of strategies for teacher support and their implications were discussed.

경도뇌성마비, 통합체육수업, Mild Cerebral Palsy, Inclusive Physical Education

황선혜 Sun-hye Hwang , 조윤경 Youn-kyung Cho

DOI: Vol.18(No.3) 63-86, 2014

This study was intended to know the relationships with the parents' disability awareness of general children and the peer acceptance of the disability in inclusive class. Also, this study made the investigation of the background variables, influencing on parents' awareness of the disability and peer acceptance on the children with disabilities. This study conducted a questionnaire-based survey of 181 parents with children at the age of 3-5 at inclusive classes in Seoul, on the awareness of the disability. And this investigated the peer acceptance on the children with disabilities, by 181 children in inclusive classes. The data collected were statistically analyzed with relations and ANOVA. The study results are as follows. First, the parents' disability awareness and the peer acceptance of the disability were relatively high. Parents' disability awareness made no significant relations with peer acceptance of the children with disabilities. This meant that the inclusive class itself was served as the tool for a high acceptance of the disability. Second, self-checked disability awareness showed the significant relationship with the parents' feeling and thought on disability. Self-positiveness on disability also was confirmed with the ratings of feeling and thought on disability. Lastly, the sex and age of children had no significant effects on peer acceptance of children with disabilities, while types of disability and problem behaviors of children with disabilities had significant effects on such acceptance. This suggested the understanding and support on disability should be provided to general children in inclusive class.

통합학급, 비장애유아 부모, 장애유아, 장애인식, 장애수용도, 배경변인, Inclusive Class, Parents of General Children, Children with Disabilities, Parents, Disability Awareness, Peer Acceptance of the Disability, Background Variables

이기용 Ki-yong Lee , 조용태 Yong-tae Cho

DOI: Vol.18(No.3) 87-108, 2014

The purpose of this study was to explored the impacts of multicultural attitudse recognized by elementary, middle, and high school teachers at special school on multicultural efficacy. Detailed study results are as follows. First, the analysis of average differences in general background variables about special school teachers’ multicultural attitudes showed differences between teachers in overall and sub-areas of multicultural attitudes depended on teaching career, experience of teaching students from multicultural families and the number of cultural diversity training courses that teachers took. Second, the analysis of average differences in general background variables about special school teachers’ multicultural attitudes showed significant differences between teacher groups regarding overall and sub-areas of multicultural efficacy depended on gender, teaching career, experience of teaching students from multicultural families and the number of cultural diversity training courses that teachers took. Third, the correlation analysis between multicultural attitudes and efficacy of special school teachers showed that there was a statistically significant positive correlation, In addition, all sub-areas of multicultural attitudes and those of multicultural efficacy perceived by special education teachers have a positive correlation. Fourth, the analysis on the influence of special school teachers’ multicultural attitudes on multicultural efficacy demonstrated that multicultural attitude had statistically significant influence on general functions, instructional functions, promoting relations between individuals, thoughtfulness of multicultural families which are classified under multicultural efficacy.

특수학교 교사, 다문화 태도, 다문화 효능감, Special School Teacher, Multicultural Attitude, Multicultural Efficacy