이동원 Dong-won Lee , 권주석 Ju-seak Kwon

DOI: Vol.20(No.1) 1-19, 2016

The purpose of this research is to analyze how elementary special education teachers perceive the contents design of science in special education fundamental curriculum. For this purpose, we sent survey questionnaires to elementary special education teachers in Seoul, Gyeonggi-do and Jeollanam-do. We received 94 questionnaires in return which analyzed with average analysis, t test, one-way ANOVA and stepwise multiple regression analysis. The results are as follows. First, elementary special education teachers, teachers in major cities, teachers who teach fundamental curriculum, and teachers with high level of education perceived contents design of science in special education fundamental curriculum as negative. Second, teachers who teach fundamental curriculum and teachers with high level of education also perceived inquiring methods of science in special education fundamental curriculums as negative. Third, teachers with high level of education perceived contents of custom· attitude of science in special education fundamental curriculum as negative. Fourth, contents design of science in special education fundamental curriculum should be more developed in the order of scientific inquiring methods, custom·attitude and contents knowledge. Conclusion is that design of science in special education fundamental curriculum should be based on fundamental knowledge of science but also include inquiring methods and scientific custom·attitude.

기본교육과정, 과학과, 내용지식, 탐구방법, 습관ㆍ태도, special education fundamental curriculum, Science, Contents Knowledge, Inquiring Methods, CustomsㆍAttitude

김지원 Ji-won Kim

DOI: Vol.20(No.1) 21-48, 2016

The purpose of this case study was to find out the effect of parenting skills support for mothers of young children with developmental disability using problem-solving strategy on parent-child interactions and parenting stress. Three mothers of young children who both have emotional or behavioral problem and developmental disability participated in this study. The intervention sessions were provided by the researcher to these study participants three times per week for two weeks. Each session was a 90-120 minute session in a classroom at a community welfare center. The intervention proceeded in the following order: Introduction, the problem-solving strategy and role plays, discussions, and a final wrap up. Data from this study was collected through pre and post tests and observations. The data showed that the intervention of this study had a positive effect on parent-child interactions. The participants’ parenting stress score decreased after the intervention. However, one participant’s parenting stress score increased after the intervention. The findings therefore have implications that the study provides the basic data of contents and ways of parents support programs for prevention and early intervention of emotional and behavioral disorders for mothers of young children with developmental disability.

문제해결전략, 양육기술지원 프로그램, 발달장애유아 부모, 정서ㆍ행동장애, 부모교육, Problem-solving strategy, Parenting skills support, Parents of young children with devepopmental disability, Emotional and Behavioral Disorders, Parenting program, Incredible Years, SSTP, PALS

이상도 Sang-do Lee , 원상화 Sang-hwa Won

DOI: Vol.20(No.1) 49-67, 2016

This study utilizes characteristic analysis for the developmentally disabled who intend to apply for jobs as care support workers in welfare services. To strengthen employment capability, training courses of 4 hours daily, 578 hours total (8 months) can be introduced to special-education schools and vocational training institutes. And these courses are based on NCS (National Competency Standard): that are (i) the Health and Medical Treatment (large scale classification), (ii) the Health Care (medium scale classification), and (iii) the Medical Services (small scale classification). This study aims to benefit the developmentally disabled, who might do relatively poorly in job searching in current employment market, by developing programs consist of job-seeking activities such as explanation of job positions. And the institutes that intend to recruit can strengthen their organizational competitiveness by reducing development cost for not implementing a job analysis and performance criterion. At the national level, stronger organizations and happy individuals will enable our nation to maintain leadership in the global economy.

국가직무능력표준(NCS), 요양지원, 발달장애인, NCS(National Competency Standard), care-support, developmental disabilities

정혜경 Hye-kyung Jeong , 추연구 Youn-gu Chu

DOI: Vol.20(No.1) 69-86, 2016

This is the experimental study to reveal the effect of the educational programs about handicapped persons’ human rights on the elementary students’ disability perceptions and acceptance attitude. To figure out these questions, the educational programs about handicapped persons’ human rights were provided to total 52 students at the 4^th grade classes who were selected on purpose, 25 students in the experimental group and 26 students in the control group. All of them were S elementary school students in Chuncheon. The educational programs about handicapped persons’ human rights were conducted twice a week for 12 weeks in the experimental group. Then differences between the experimental group and the control group were compared with the t-test. The results of this study were as follow. First, the educational programs about handicapped persons’ human rights were effective in improvement of disability perception related with the judgement, the ability and the active elements toward the handicapped person. Second, The educational programs about handicapped person human rights were effective in improvement of acceptance of disabilities related with the ability cognition, the acting intention, and the expectance for class college.

장애인식, 장애수용태도, 장애인권교육, Disability perceptions, Disability Acceptance Attitude, Educational programs about handicapped persons’ Human Rights

류성민 Sung-min Ryu , 김향지 Hyang-ji Kim

DOI: Vol.20(No.1) 87-106, 2016

This study intended to examine the impact of activity-based intervention applying AEPS on the sociality and expressivity of intellectual disability elementary school students and the impact of generalization on the class hour and break time of the inclusive class. 5 intellectual disability students aged 7.0 ~ 8.3 were placed under the activity-based intervention program, and the pre-test and post-test were performed using the Wilcoxon's signed rank test in order to verify he effect of the study. Also, a qualitative analysis was performed on the sociality and expressivity of the subjects through observations in order to review changes in children’s behavior. Concrete results of this study are as follows; First, the social behaviors of the students examined increased after the implementation of the activity-based intervention applying AEPS. Second, the expressive behavior of the students examined improved after the implementation of the activity-based intervention applying AEPS. Third, the improvement in the social and expressive behaviors of the students examined manifested after the implementation of the activity-based intervention applying AEPS also influenced the students in the inclusive classroom and had positive impact on the generalization. In conclusion, it is considered that the activity-based intervention applying AEPS had positive impact on developing the sociality and expressivity of intellectual disability elementary school student.

활동중심중재, 사회성, 표현하기, AEPS, Activity-Based Intervention, Sociality, Expression