김경열 Keoung-yeol Kim

DOI: Vol.21(No.3) 1-17, 2017

This research was designed to find educational content, educational place, practical development plan factor in lifelong education for learner with developmental disabilites The results of this study are as follows; Frist, factors of educational content for building of lifelong education for learner with developmental disability are a education for independence, a education for job and a education for improving a sociality and so on. Second, factors of educational place for building of lifelong education for learner with developmental disability are a social welfare center, a local center for lifelong education and a vocational rehabilitation facilities and so on. Third, factors of practical development plan for building of lifelong education for learner with developmental disability are a training expert for lifelong education for learner with developmental disability, network between school and home and a talent for teaching job education and so on.

발달장애인의 평생교육, 발달장애, 장애인 복지, Lifelong Education for the learner with developmental disabilities, developmental disabilities, Social Welfare for the disable

박현옥 Hyeon-ok Park , 김정현 Jeng-hyun Kim

DOI: Vol.21(No.3) 19-46, 2017

The purpose of this study was to examine the effect of positive behavioral support in inclusive setting on the challenging behavior of young children with developmental disabilities and prosocial behavior of young children. The subject in this study selected one young children with developmental disabilities and 43 young children in inclusive kindergarten(21 subjects in the experimental group, 22 subjects in the control group). The control group would only receive general education and the experimental group would receive positive behavioral support in addition to general education. Teacher's interview, direct observation by A-B-C behavior scale, and Prosocial Behavior Scale for Young Children were used. This study applied to single subject study used multiple baseline across conditions design and pretest-posttest control design were used. SPSS 12.0 for Windows was used to analyze the data. The results of the study were as follows : First, the positive behavioral support was effective on reducing challenging behavior of children with developmental disabilities. Second, the positive behavioral support was improved the prosocial behavior of young children.

긍정적 행동지원, 문제행동, 친사회적 행동, Positive Behavior Support, Chllenging Behavior, Prosocial Behavior

전리상 Lee-sang Chon

DOI: Vol.21(No.3) 47-67, 2017

Purpose: The purpose of this study is to explore how psychological characteristic(self-esteem, depression, psychological well-being, and self-efficacy) effect to life satisfaction. Methods: For achieve the goal of this study, it performed to survey on disabled person in Gwang-ju metro-politan city. It was used to statistical analysis by SPSSWIN 21 windows package. Analysis method was frequency analysis, descriptive analysis, reliability analysis, validity analysis, correlation analysis, factor analysis, and linear regression analysis etc. Results: First, psychological characteristic of disabled person appeared to influence for life satisfaction of them. Second, self-esteem, psychological well-being, self-efficacy of disabled person appeared to influence affirmatively for life satisfaction of them. Third, depression of disabled person appeared to influence negatively for life satisfaction of them. Discussion: To increasing of life satisfaction of disabled person, it is supplied systemical equipment and program to increasing self-esteem, psychological well-being, and self-efficacy and to decreasing depression of them.

자기존중감, 우울감, 심리적 복지감, 자기효능감, 생활만족도, self-esteem, depression, psychological well-being, self-efficacy, life` satisfaction

송현종 Hyun-jong Song

DOI: Vol.21(No.3) 69-89, 2017

The purposes of this study are to reveal the differences of recognition of teaching professionalism, teacher efficacy, psychological burnout of special education teachers according to teachers’ background variables(the gender, the teaching career, the school classification, and the type of working experiences), and to look over those changing trends in teaching career. 245 special education teachers in Kwangju city and Jeolla-nam-do were surveyed with three types of questionnaire on the recognition of the teaching professionalism, teacher efficacy, and psychological burnout. The main results of this study are as follows; First, the teaching career and the academic career lead to significant differences in the recognition of teaching professionalism special education teachers, whereas the gender, the school classification, and the type of working experiences insignificant at all. Second, the teaching career, the academic careers, and the school classification lead to significant differences in the teacher efficacy of special education teachers, whereas the gender and the type of working experiences insignificant at all. Third, the teaching career, the academic career, and the type of working experiences lead to significant differences in the psychological burnout of teachers, whereas the genders and the school classification insignificant at all. Fourth, the increase of teaching career leads to the regular pattern of changes in the recognition of teaching professionalism, the teacher efficacy, and the psychological burnout of special education teachers. There are remarkable reversals of the recognition of teaching professionalism, the teacher efficacy, and the psychological burnout at the point of twenty-year-teaching career of special education teachers.

특수교사, 전문성 인식, 교사효능감, 심리적 소진, special education teacher, recognition of teaching professionalism, teacher efficacy, psychological burnout

김호진 Ho-jin Kim , 조원일 Won-il Cho

DOI: Vol.21(No.3) 91-126, 2017

Addiction is continuously reported as a function of brain dysfunction, which is caused by developmental disorders in the region of the brain. This paper aims at finding out the polysemy of parent’s role in the recovering process of children who have gambling problem, especially focused on the comparison of cognition between parents and children. Recent problems arising from the gambling spree in 20-30’s have become a serious social problem. In the process of recovering of gambling addicted children, parents will play a various roles. Compared the cognition of parents’ role between parents and children, developed in 10 components, and suggest the opinion below based on them. It should not deny or overlook the seriousness of gambling problems, and immediately find a treatment professionals for gambling and start to treat immediately. It is necessary to treat emotional pain of parents and their children, and to realize that their parents' act in place of the children's gambling problem solution has a negative impact on their recovery. It is important to have a insight on gambling addiction, and for parents to attend the recovering process with their children and to stop doing the problematic behavior during the recovering process, and to take various remedial efforts to treat the gambling addiction. It is important to enable actively the positive role of parents and to promote prevention against negative roles.

도박중독, 회복과정, 부모 역할, 부모 자녀 인식 비교, Gambling Problems, Recovering Process, Parents’ Role, Comparison of Cognition between Parents and Children, wicho@kyonggi, ac, kr

Mizuno Tomom , Tokuda Katsum

DOI: Vol.21(No.3) 127-142, 2017

The aim of this research was to explain the details of a guide for pedestrian crossings. We interviewed 50 people with visual impairment. The interview was conducted from January 2015 to September 2016. As a result, consideration must be given to the following; Warning blocks must be installed at the ends of directional blocks in front of pedestrian crossings. 2 lines of warning blocks must be installed in front of pedestrian crossings. Warning blocks must be installed 30 cm away from the border between the pedestrian crossings and the pavements (sidewalks). The blocks must not be installed in front of pedestrian crossings across the whole width. The blocks must be installed on manholes if the manholes are in front of pedestrian crossings. Warning signs with illustrations for children in front of pavements(sidewalks) must not be installed on tactile walking surface indicators. Standardized blocks with studded projections must be used for escort zones, not regular directional blocks or original blocks. The blocks in front of pedestrian crossings must be installed in a way that leads the people to the button of the acoustic signal. Directional blocks installed in front of pedestrian crossings must be parallel to the direction of the entrance. More than 2 lines (60cm per line) of directional blocks must be installed in front of pedestrian crossings.

tactile walking, surface indicator, pedestrian crossing installation guide