정희승 Hee-seung Chung

DOI: Vol.19(No.3) 1-31, 2015

The purpose of the study was to verify the effects of how home based sensory integration parent education program improve sensory modulation and daily of living functions for Autism spectrum disorder. Participants were parents of ASD that 30 of the Children's Institute and Welfare in Gwangju, Jeonju, and Seoul. They were divided into two groups; 15 in an experimental group and 15 in a control group. Program effectiveness measurement tool used for verification is reduced Short sensory profile and Pediatric Evaluation of Disability Inventory. The program was to verify content validity through the 5 experts. Research designs is a pre-posttest control group design was conducted. A total of 10 sessions, twice a week, and 120 minutes were performed. To compare the experimental and the control group, the post-test scores of each group were analyzed by ANCOVA that used pre-test scores as covariance. The results were as follows. the experimental group that indicated in the home based sensory integration parent education program involved in this study showed a more significant improvement in sensory modulation and daily of living functions than the control group that didn't. As a result, the home based sensory integration parent education program showed effectiveness in sensory modulation and daily of living functions for Autism spectrum disorder.

가정용 감각통합 부모교육, 감각조절기능, 일상생활기능, 자폐스펙트럼 장애, Autism spectrum disorder, sensory modulation, daily of living, Home based sensory integration parent education program

박명화 Myong-hwa Park

DOI: Vol.19(No.3) 33-58, 2015

The purpose of this study was to investigate the support needs and coping strategy of teachers for emotional and behavioral problems of young children with developmental delays and to analyze differences of the support needs and coping strategy between special classroom teachers and inclusive classroom teachers. The subjects of this study were 31 special classroom teachers, 40 inclusive classroom teachers. The results of this study could be summarized as follows:. First, Externalizing(M=3.38) and internalizing behavior problems(M=3.40) of young children with developmental delays showed relative highly. Inattention(M=4.53) of externalizing behavior problems were appeared the most highly, most of young children with developmental delays have inattention. Second, Both of special classroom teachers and inclusive classroom teachers for emotional and behavioral problems of young children with developmental delays often used positive prevention strategies and positive responsive strategies. However, Special classroom teachers more often used positive prevention strategies and positive responsive strategies than inclusive classroom teachers. Whereas inclusive classroom teachers more often used negative responsive strategies than special classroom teachers. Finally, Special classroom teacher’s the most highly support needs for emotional and behavioral problems of young children with developmental delays were teacher training for emotional and behavioral problems and counseling and education program for parents of young children with developmental delays. Whereas inclusive classroom teacher’s the most highly support needs were counseling and education program for parents. Both of special classroom teachers and inclusive classroom teachers the most highly demanded lectures of the expert+workshop+case presentation do together in types of support.

발달지체유아, 정서ㆍ행동문제, 특수교사, 통합교사, 대처전략, 지원요구, young children with developmental delays, emotional and behavioral problems, special classroom teachers, inclusive classroom teachers, support needs, coping strategy

유지원 Yu Ji Won , 김갑숙 Kim Gab Sook

DOI: Vol.19(No.3) 59-74, 2015

The purpose of this study is to validate that the researchers have developed a Focus Reaction Time Tests is likely used as a preliminary screening tool for children ADHD. The subjects were children and 286 people aged from 8 to 13 years, students in grades 1-6 are 286 people in three elementary schools, located in Busan, Ulsan and Masan. Research tools were used Focus Reaction Time Tests and K-ADHDDS test, and the survey was conducted from October 2012 to February 2014. Data analysis was performed by correlation analysis and ANCOVA test to verify the discriminant validity and concurrent validity. The results were as follows. Focus Reaction Time Tests with K-ADHDDS relationship was recognized by the concurrent validity showed a high correlation to -.725. The results of discriminant validity showed that Focus Reaction Time Tests are significant differences depending on the ADHD rating. Therefore, the Focus Reaction Time Tests can be considered as a valid tool for diagnosing children with ADHD.

시각초점반응검사, ADHD, 검사 개발, 타당도, Focus Reaction Time Tests, ADHD, development of test, validity

김기흥 Ki-heung Kim

DOI: Vol.19(No.3) 75-99, 2015

The purpose of this research is to find out perception of ordinary elementary school teachers and parents of non-disabled students about hiring disabled teachers for elementary schools. As a research method, a questionnaire survey was conducted for 121 elementary school teachers and 92 parents of D Metropolitan City. The questionnaire sheets were prepared both in multiple choice types and in descriptive types, and the sheet for elementary school teachers has a total of 17 questions including questions about general background of the subjects while the sheet for parents has a total of 13 questions. Main results derived from this research are as follows: First, basically, elementary school teachers did not deny the positive meanings contained in hiring disabled teachers, but they expected that there would be many realistic and practical difficulties for the disabled teachers in curriculum education or life guiding, and their perception was very negative. This perception was much more clearly shown about severely disabled teachers or visually or audibly impaired teachers. Also, elementary school teachers clearly showed their sense of burden that deficiencies in works made by disabled teachers would be shifted onto them. Second, parents showed more positive and receptive attitude than elementary school teachers about hiring disabled elementary school teachers. But, as the most worrying matter about hiring disabled elementary school teachers, they chose safety of students rather than curriculum education. Eventually, for hiring disabled elementary school teachers, socially positive and receptive perception should be founded at first, and through expanded acceptance of disabled students by higher educational institutions and expansion of educational welfare, a series of connected and systematic systems and policies should be devised in cluding active will and support of government and local government to hire disabled teachers.

장애인 교사 임용, 초등교사, 학부모, 통합교육, disabled teacher, teacher of elementary school, parents, inclusive education

김경 Kyoung Kim

DOI: Vol.19(No.3) 101-122, 2015

This purpose of this study is to derived art education program for student with disabilities and is to lay the groundwork for developing suitable and diverse art education program for student with disabilities. In order to achieve the purpose of this study used the Delphi method with group of experts 22. The program composition contents process was consisted a three-steps of questionnaire research. In the first survey, descriptive comments of participants in the study. In the second survey, Likert 5-point scale was presented with the outcomes of the first-steps and in the outcomes an average score of 3.84(68%∼96%) was derived a somewhat important. In the third survey, the results of the second survey(average) and Likert 5-point scale questions with the present was to re-evaluate the important of each item and in the outcomes an average score of 4.45(more than 96%) was derived a very important. In the outcomes of this study, 8 composition area(the various techniques used the water colors, cooperation painting, the creative technique, fold the colored paper, collage, the clay expression, the solid expression, drawing) and 25 components(to sprinkle the paints, to paint with the cloth, to paint with the finger, to scratch with the sandpaper or wooden chopsticks after coloring, to sprinkle the salt after coloring, a painting streams down after painting with the water, to color after painting with the crayon or candle, to paint with the water after drawing with a marker, the human body copy, to make the woodlark print and put, to roll a bead with colors, to draw with paint, to make a decalcomania, and so on) were finally derived.

장애학생, 미술교육프로그램, student with disabilities, art education program

심말옥 Mal-ok Shim , 박현옥 Hyeon-ok Park

DOI: Vol.19(No.3) 123-146, 2015

This study was on the effects of the Electronic Newspaper in Education(E-NIE) program on reading fluency and writing skill of students of intellectual disabilities. For this purpose, the following research question was formulated : First, What effects do E-NIE program on students with intellectual disabilities in reading fluency? Second, What effects do E-NIE program on students with intellectual disabilities in writing skill? For this study, multiple baseline across single subjects design was used. The subjects of this study were 3 high school students with intellectual disability(females), who were 16.6 years old(average age), attended S women's high school in G city. The experiment was conducted 3 times a week(50 minutes each session), 24 times in total. The major findings form this study are as follows: First, E-NIE program was effective in improving the reading fluency of students with intellectual disabilities. Second, E-NIE program was effective in improving the writing skill of students with intellectual disabilities. This indicates that E-NIE would be used for the appropriate instructional materials to drive their interests and motivations in reading and writing for students with intellectual disabilities.

인터넷 신문 활용교육, 읽기 유창성, 쓰기, Electronic Newspaper in Education, Reading Fluency, Writing