강민채 Min-chae Kang

DOI: Vol.21(No.2) 1-22, 2017

The purpose of this study was to find education type on multi-intellectual character of students with cerebral palsy. Research question was as follows: First, How is general multi-intellectual character of students with cerebral palsy?; Second, What’s the number of suitable clusters on multi-intellectual character?; Third, How is multi-intellectual character of each cluster? Multi-intellectual testing data of 166 students with cerebral palsy attending special school on physical disabilities was collected, hierarchical cluster analysis was applied. As a result of analysis, multi-intelligence types of students with cerebral palsy was as follows: ‘Generally superior intelligence group’; ‘Superior linguistic, logical-mathmatical, intrapersonal intelligence group’; ‘Generally above average intelligence group’; ‘Defective Language, Logical-mathmatical intellectual group’; ‘Generally inferior intelligence group’. The result of this study is expected to make use of a basic information to develop individual education program and specific program that could supplement weakness intelligence using strength intelligence for students with cerebral palsy.

뇌성마비, 다중지능, 뇌성마비 교육적 유형, cerebral palsy, multi-intellectual character, education type

조홍중 Hong-joong Cho , 전리상 Lee-sang Chon

DOI: Vol.21(No.2) 23-44, 2017

Purpose: The purpose of this study is to critically analyze daily terms that are basis of discrimination and stigma and suggest desirable terms. Methods: Discriminatory terms were collected using web search in www.yahoo.co.jp/, Naver, Daum, and RISS(www.riss.kr/). A basic key word was discriminatory term and related terms were ‘stigma’, ‘abasement’, ‘hostility’, ‘prejudice’, and ‘hate’. Results: First, a job-related discriminatory term was a ‘salary man(a man whose income is salary based)’. Second, an education-related discriminatory term were a ‘special education teach aide(special education practitioner)’. Third, a disease-related term was a ‘dementia(cognitive disabilities)’. Fourth, a disability-related term was ‘physical disabilities(physically handicapped)’. Discussion: Only posing a problem of discriminatory speech of terms is not enough to make the criteria of discriminatory terms. Above all, the reasons of a negative view on the object the term names should be first analyzed and then discriminatory speech was posed. Then, the negative effects of the term can be got rid out.

낙인, 비하, 편견, 증오, 적의, 혐오 표현, 차별 용어, Stigma, Abasement, Prejudice, Hostility, Hate speech, and Discriminatory term

이미아 Mi-a Lee , 김영미 Young-mi Kim

DOI: Vol.21(No.2) 45-67, 2017

The purpose of this study was to produce actional improvements implementing elementary inclusive education support consulting with teachers as the preliminary stage for the developing the consulting model for the inclusive education support in elementary school. Two teams participated in this study, each team has one special education teacher and one general education teacher working at the same school. There were 5 procedures, pre-consultation, pre-class shooting and analysis, 4 week consulting, post-class shooting and analysis, and evaluation. The in-depth interview, the class video and the other records(the qualitative data) were collected and analyzed. The results of the study showed that there were some advantages(sharing inclusive class from the regular meeting, paying attention to students with disabilities, implementation of instructional adaptations). For the better implementation of the consulting, awareness on the consulting supporting the inclusive education and time for the consulting supporting the inclusive education, adjusting the different views on consulting period, suggesting various consulting methods and deliberating consultants qualification are to be studied.

통합교육, 초등학교, 통합교육 지원 컨설팅, 실행연구, inclusive education, elementary school, consulting for the inclusive education support, action research

김기흥 Ki-heung Kim

DOI: Vol.21(No.2) 69-97, 2017

The purpose of this study is to provide basic information for the remedies of inclusive education by examining the attitudes of Elementary and Secondary School Student Teachers on the inclusive education. To achieve the purpose, questionnaires based on the 'Attitude theory' were used targeting a total of 318 students who attended a college of education and a teacher's college, located in the B metropolitan city. The main results of this study are as follows. First, as the attitude factor on the inclusive education of Elementary and Secondary School Student Teachers, teachers pointed out a low cognitive level, negative emotional response, and rejective behavior tendency. Second, in terms of the attitude for the inclusive education according to the background variables of respondents, there were no singularities in gender and curriculum. It is noteworthy, however, that there is no significant difference in attitudes toward inclusive education between the group that completed the special education curriculum and non-experienced group. Therefore, various strategies are needed to improve the attitudes of Elementary and Secondary School Student Teachers toward inclusive education. To do this, we need to do continuously study and make discussions from the perspectives of learners and teachers to explore ways to the efficient operation of subjects, related to the 'Introduction to Special Education' curriculum.

통합교육, 예비일반 초 중등교사, 특수교육학개론, Inclusive Education, Elementary and Secondary School Student Teacher, Introduction to Special Education

김창호 Chang-ho Kim , 권선진 Sun-jin Kwon

DOI: Vol.21(No.2) 99-120, 2017

The purpose of this study is to find out the actual conditions and improvement plan of the vocational training school for the employer through the teachers who worked in the school enterprise type vocational training room established in H and P special school in Gyeonggi-do. The subjects of the study were 8 special teachers who had worked in the vocational training center for the last 2 years or more. The research method was an interview with semi-structured questionnaire. The results of this study were as follows: First, participants in the vocational training center were assessed as having a low level of functional skills. Second, the curriculum was adapted to social adaptation and leisure programs in addition to vocational training. But the lack of personnel in charge had difficulties in job guidance and field training. Third, the establishment of cooperation system with vocational rehabilitation institutions is important for the field training. In order to operate the school-based vocational training room efficiently, financial support should be strengthened in terms of institutional aspects such as the placement of specialist personnel, expansion of teachers in charge, securing companies for field training. Second, it is necessary to improve the awareness of the operation of the vocational training school for enterprises and to support the production product market and support the Office of Education for the MOU with regional enterprises. Third, it is analyzed that it is necessary to expand the function as a lifelong education institution for disabled people in the community, to expand the research on the school enterprise type vocational training room, and to provide detailed guidelines on the operation of the vocational training school for the enterprise type.

학교기업형 직업훈련실, 전공과, 특수학교, school-based enterprise vocational training room, post- secondary education course, special school