권주석 Ju-seak Kwon

DOI: Vol.19(No.1) 1-21, 2015

The object of this study was to analyze the effects of functional communication training on expressive language skill of the children with intellectual disabilities. For this purpose, this study analyzed alteration of verbal expressive language and usage of expressive language in the appropriate context. The subjects of this study were 3 children with intellectual disabilities whose communication functions were analyzed. For the interventional programs hospital play, shopping play and birthday play were chosen according to the result of communication functions analysis. The results of this study were as follow. First, the functional communication training was effective on the verbal expressive language of children with intellectual disabilities. Second, the functional communication training was effective on the children to express the suitable contexts using verbal expression. Third, the effect of intervention programs was varied depending on the abilities of subjects. The results of this study was discussing correlation between disabilities degree or languages character of subjects and effectiveness of functional communication training, and the varied effect of interventional programs depending formal experience and familiarity of the subjects.

기능적 의사소통 훈련, 지적장애아동, 구어적 언어 표현, 맥락 적절성, Functional Communication Training, Children With Intellectual Disabilities, Verbal Expressive Language, Contexts of Language

유승주 Seung-ju Yu , 조홍중 Hong-joong Cho

DOI: Vol.19(No.1) 1-23, 2015

This study was conducted with 7 university students with disabilities and 7 buddy students who participated in the buddy support program for university students with disabilities through an in-depth interview to analyze 1) participation motivation, 2) conflict experience and resolution, and 3) changes after conflict experience in the buddy support program for university students with disabilities. The results are as follows. First, for participation motivation, students with disabilities commonly answered 'an accessible buddy' and buddy students commonly answered 'voluntary application and inducement'. Second, for conflict factors, while students with disabilities commonly answered 'routines and the lack of disability perception', buddy students commonly answered 'a master-slave relationship tendency'. For conflict resolution methods, both university students with disabilities and buddy students commonly answered 'settlement methods by experience', 'patience and giving up' and 'the choice of rational methods'. Third, for changes after participating in the buddy support program for university students with disabilities, students with disabilities answered 'changes in themselves' and buddy students answered 'duality of volunteer service and work' and ‘potential volunteers'.

장애 대학생, 도우미 사업, 갈등경험, 질적 연구, University Students with Disabilities, The Buddy Support Program, Conflict Experience, Qualitative Study

조정민 Jung-min Cho , 강정배 Jung-bae Kang , 진미영 Mi-young Jin

DOI: Vol.19(No.1) 1-21, 2015

This research was intended to analyze the issuance status of developmental Rehabilitation service license and to examine relevant problems, so as to search for a method for improving them. The subjects selected for analysis were 297 licenses related to developmental Rehabilitation service issued from 2008, when the civil license registration system was introduced, to December 2013. The results of the analysis are as follows: First, as a general characteristic, the number of registered licenses related to developmental Rehabilitation service increased greatly every year. The areas where the largest number of licenses were registered were Seoul and Gyeonggi-do, while most of them were issued by associations and councils. In some cases, a single organization issued a large number of licenses. Second, as an operational characteristic, an analysis according to the number of license classes showed that in most cases licenses were issued in 2 or 3 classes. Whereas an analysis according to application eligibility criteria showed that in most cases there was no minimum educational requirement, while the minimum class hours of education required for acquiring a license were less than 50 hours. In addition, there was a tendency of not considering related licenses and education for application eligibility, and most of the licenses were issued without practice. As for the type of license examination, in most cases, only written examination was adopted and the cutline of license examination was higher than 60 points. Only a small number (31) of the organizations provided complementary education, while license acquisition costs ranged mostly from 200,000 KRW to 400,000 KRW. As for the operational type of online information provision, most of the organizations utilized homepage. In consideration of the problems deduced based on such results, conclusions were made along with suggestions for follow-up research.

발달재활서비스, 발달재활서비스 자격, 민간자격, Developmental Rehabilitation Service, Developmental Rehabilitation Service License, Civil License

문장원 Jang-won Moon

DOI: Vol.19(No.1) 1-23, 2015

The purpose of the present study was twofold. First, it tried to provide better strategic suggestions through evaluation and improvement plan for management and implementation of developmental rehabilitation service system based on the 「Public Welfare Act for Children with Disabilities」of 2012. Second, it also sought current state, problems, and improvement plan for the qualification of developmental disability psychological evaluator issued by the Association of Korean Developmental Disabilities. For the purpose, it analyzed current state and problems of developmental rehabilitation service based on the laws and studies relating to the service. This study found not only many problems and issues through analysis, but also it brought up necessity for further studies to identify and solve many tasks.

발달장애, 발달재활서비스, 발달장애심리진단사, Developmental Disabilities, Developmental Rehabilitation Services, Developmental Disability Psychological Evaluator

김라경 Rah-kyung Kim , 연준모 Joon-mo Yun

DOI: Vol.19(No.1) 1-27, 2015

This study was conducted in order to determine the trend of residential services for people with developmental disabilities (DD), present the implications to practices and provide suggestions for future research. After classifying the journals’ academic disciplines based on the Korean Citation Index (KCI) and KCI candidates, total 69 journal articles (68 articles post-1998 and one article pre-1998) were included for the analysis. The results show that almost half of the studies were conducted over the last 5 years. The most frequently appearing topics were: (1) the necessity and benefits of deinstitutionalization, (2) perceptions and needs analysis of people with DD, service providers and parents and (3) the administrative issues of operating residential services. The most frequently appearing research subjects were people with DD and residential service providers, and studies predominantly classified as basic research. Surveys, opinion paper/review of issues, and interview were frequently used for the research methods. Many research was conducted in city areas. In order to provide the appropriate community-based residential services for people with DD, it is necessary to have diverse types of residential services, diverse topics of research, and case studies focusing on each individual with DD.

주거서비스, 그룹홈, 시설, 발달장애, 문헌분석, Residential Services, Group Homes, Institutions, Developmental Disabilities, Literature Review

강동선 Dong-seon Kang , 신진숙 Jin-sook Shin

DOI: Vol.19(No.1) 1-22, 2015

The purpose of this study was to extract factors of the career-based lifelong education for the adults with developmental disability according to the management domain, to investigate their subfactors and to suggest career-based lifelong education model fit for these. For this, through the analysis of literature and interview with a core group, necessary management domains and factors were extracted, and then questionnaires containing these contents were made. After that, the first delphi investigation was conducted targeting 94 professionals on special education, social welfare, vocational rehabilitation and treatment, and based on the results of the first delphi analysis, composition and category of sentences were modified. The second delphi investigation and analysis were carried out through questionnaires reorganized by suggesting the results of the first delphi analysis to the confirmed questionnaire; based on the data obtained by studying subfactors of each factor, the career-based lifelong education model was presented for the adults with developmental disability. The results of this study shows it is proper that the career-based lifelong education institutions jointly organize programs such as the daily life education, adjustment to community, basic learning, vocational life, and cultural and leisure activities through the network with local institutions in the career-based lifelong education institutions receiving administrative and financial supports and provide the career-based lifelong education through the education method considering characteristics of adults with developmental disability.

성인발달장애인, 직업, 평생교육, The Adult Developmental Disabled, Occupation, Lifelong Education

최애경 Ae-kyung Choi , 송연숙 Yeon-sook Song

DOI: Vol.19(No.1) 1-23, 2015

This study explored service-learning experiences of preservice teachers in general teacher preparation programs. Participants were 10 teacher candidates who took an introductory leveled special education class in a teacher's college. The service-learning was implemented in inclusive classrooms. Data were collected from service-learning papers and observations and in-depth interviews. This study analyzed to categorized preservice teachers' perception into two themes and five subsidiary themes emerged: (1) preservice teachers’ perception of young children with disabilities (2) the meaning of preservice teachers' service-learning experiences. It could be applied to fundamental data to even judge the suitability from the process which prepares the education program.

예비유아교사, 봉사학습, 장애유아, Preservice Teachers, Service-Learning, Young Children with Disability

강미라 Mi-ra Kang , 落合俊郞 Ochiai Toshiro

DOI: Vol.19(No.1) 1-31, 2015

Korea has ratified UN-Convention on the Rights of Persons with Disabilities(Hereafter UN-CRPD) in December 2008, whereas Japan has done it in February 2014. It can be mentioned that the most important and key implication for ratification of the convention should be implementation of Inclusive Education and enforcement of related legislations about the human rights and anti-discrimination for persons with disabilities. To build Inclusive Education well, it is necessary to provide Reasonable Accommodations that should be arranged by schools and stakeholders based on diversified and individualized special educational needs as well as Basic Environmental Provisions. These should be arranged by municipalities, local and central education board. It has already been twenty years since Salamanca Statement was declared to endorse the approach of inclusive education. However, the rate of student placement into special schools increased to double and the rate of placement into special class increased to triple in Japan. Salamanca Statement has not been perceived as the guiding principle for the development of inclusive education in both countries. In terms of Basic Environmental Provisions, class size of schools in Japan and Korea is one of the biggest sizes amongst OECD countries. It seems that this large class-size caused some difficulties for teachers in Japan. Globalization is creating wider social gaps that can also results in wider educational gaps. Thus, inclusive education can play as a viable and effective strategy to diminish the range of this social gap.

특별지원교육, 유엔 장애인권리협약, 통합교육, 합리적 배려, 기초적 환경정비, Special Needs Education, UN-Convention on the Rights of Persons with Disabilities, UN-CRPD, Inclusive Education, Reasonable Accommodations, Basic Environmental Provisions

김수연 Soo-youn Kim

DOI: Vol.19(No.1) 1-20, 2015

The study investigated general students’ perceptions of rule observance of disabled students. General students viewed that disabled students “mostly observe (2.7 out of 4.0)” the rules. Female students more generously evaluated disabled students’ rule observance. In general, students with developmental disorder observe the rules the least. The teacher applied the rules more strictly to the disabled students with communication competence. Disabled students’ rule observance and class cohesiveness are in medium-level correlation. Discussion is also presented for disabled students to obtain membership in the inclusive class through rule observance.

학급규칙, 학급구성원 자격, 학급응집력, 통합교육, Classroom Rule, Membership, Class Cohesiveness, Inclusion

김현주 Hyeon-ju Kim , 김정연 Jeong-youn Kim

DOI: Vol.19(No.1) 1-21, 2015

The purposes of education for the students with intellectual disabilities are developing their potentialities and preparing themselves to become independent. Diverse and rapidly changing in today's society in order to effectively address the issues facing the scientific attitude and scientific inquiry skills is more important. The purpose of this study is to examine the effects of inquiring science activities on scientific problem-solving ability for students with intellectual disabilities. The participants of study were 32 students with intellectual disabilities from the 4 classrooms of a special school in S city. 15 weeks program got off to conduct 15 weeks according to the results the conclusion is as follows. To develop the science studies lesson plan using inquiring science activities, contents from Kopean National Curriculum of science studies were extracted and practical problems were created based on the curriculum. The participants of both the experimental and control group were administered the problem-solving ability before and after experiment. the results of this study show that inquiring science activities are effective to improve the scientific problem-solving ability of the students with intellectual disabilities.

탐구적 과학 활동, 문제해결력, 과학과, 지적장애 학생, Inquiring Science Activities, Problem-Solving Ability, Science Studies, Intellectual Disabilities