최혜승 Hye-sung Choi , 박진영 Jin-young Park

DOI: Vol.21(No.4) 1-19, 2017

The purpose of the study was to investigate the effects of echoic-to-tact transfer procedure on tacts of children with developmental disabilities. In this study two 4-year-old and one 5-year-old children with developmental disabilities attending a childcare center were participated. A multiple probe design across participants was used to examine the procedure effectiveness. In addition, AB design was used to investigate the procedure effectiveness by the number of syllable. Results indicated that all participants’ tacts increased upon the implementation of the echoic-to-tact transfer procedure, and acquired tacts were maintained after the transfer procedure was discontinued. However, there were no differences in all participants’ tacts by the number of syllable. The results suggest that this echoic-to-tact transfer procedure can be used to improve tacts of children with developmental disabilities in various educational settings.

에코익-택트 전이절차, 발달장애, 택트행동, Developmental Disabilities, Verbal Behavior, Echoic-to-Tact transfer procedure

박현옥 Jung-hyun Kim , 김정현 Hyeon-ok Park

DOI: Vol.21(No.4) 21-36, 2017

The study aims to explore which coping strategies special education major students use more often, and how coping styles account for special education major students psychological well-being. For this purpose, 178 special education majors in Gwangju metropolitan city and Chungnam participated in this study. Data were collected through questionnaire method from 2 kinds of questionnaire. Coping style was measured using the Ways of Coping Checklist. Psychological well-being was measured with Scales of psychological well-being. Descriptive statistics was used to compare coping strategies and psychological well-being, and stepwise multiple regression was used to analyze the accountability of each of the coping strategy for psychological well-being. The results of the study were as follows: First, special education major students used avoidance, and seeking social support coping strategy more often than they used problem-focused coping strategy and emotion-focused coping strategy. Second, special education major students felt more positive relations with others and purpose in life than autonomy and self-acceptance. Third, the psychological well-being of special education major students could be predicted by stress coping strategies.

스트레스, 대처방식, 심리적 안녕감, Stress, Coping style, Psychological well-being

김일명 Il-myeong Kim

DOI: Vol.21(No.4) 37-56, 2017

The purpose of this study is to examine the effect of physical activity using psychomotorik program on the physical self-description of adolescents with ADHD, aged 14 to 16. Thirty adolescents with ADHD were participated in this study. Subjects were randomly divided into two group: (1) physical activity group (n=15, 12 male, 3 female) (2) control group (n=15, 13 male, 2 female). Data was analyzed using two-way ANOVAs with repeated measures of group (2) and time (3). Dependent variables were appearance, health, flexibility, regular exercise, body fat, muscle power, sports confidence, muscle and endurance. The results of this study indicated that physical activity group using psychomotorik program showed improvement in the scores of appearance, health, regular exercise, muscle power, sports confidence, muscle, endurance compared to control group. In addition, physical activity group using psychomotorik program sustained the scores of appearance, health, regular exercise, sports confidence, muscle, endurance in the retention after two weeks compared to control group. It was found that the physical activity using psychomotorik program has shown positive effect on the physical self-description of adolescents with ADHD.

심리운동, 주의력결핍과잉행동장애, 청소년, 신체적 자기개념, psychomotorik, ADHD, adolescent, physical self-description

김영준 Kim Youngjin , 도명애 Do Myungae

DOI: Vol.21(No.4) 57-82, 2017

The purpose of this study was to find out the effects of mother instruction based job experience program in lifelong education center at university through free learning semester on the cooking task skills of middle school students with autism spectrum disorders(ASD). For this, three middle school students with autism spectrum disorders attending special class at a general middle school were selected based on several selection criteria. The experimental environment was divided into two areas including kitchen laboratory in the lifelong education center at university and kitchen in restaurant workplace. The experimental design consisted of multiple probe design across subjects, one of single subject research techniques. The experimental conditions were divided into three types including baseline, intervention and maintenance according to the experimental design. Mother instruction based job experience program in lifelong education center at university through free learning semester was used as independent variable to create instructional method based on audiovisual cues(i.e., video, job information manual, self-monitoring checklist, drawing, diary writing) and response prompting(verbal, modeling, body) through cooking performances for a MANDU. Also in the independent variable of this study, audiovisual cues and response prompting of mother were applied with mutually connected method. Cooking task skills, the dependent variable, was operationally defined as cooking of MANDU by the subjects. This performance was composed in a total of 10 stages through task analysis. As a result of study, the subjects were found to effective learn and maintain the cooking task skills through the intervention program. Lastly, this study presented discussion, conclusion, suggestion on future studies, and limitation by focusing on the functional meaning and value of mother instruction based job experience program in lifelong education center at university through free learning semester and cooking task skills.

자유학기제, 대학부설 평생교육원, 어머니 교수 기반, 직무체험프로그램, 조리직무기술, 자폐성장애 중학생, free learning semester, lifelong education center at university, mother instruction based, job experience program, cooking task skills, middle school students with autism spectrum disorders

장재성 Jae-seong Jang , 최은영 Eun-yeong Choi

DOI: Vol.21(No.4) 83-100, 2017

The purpose of this study was to investigate the effects of life stress on academic exhaustion among college students with disabilities and to examine the mediating effects of emotional regulation on life stress and academic exhaustion. for that purpose, we surveyed students with disabilities. The subjects were 114 students with disabilities attending four - year universities located in K and D cities in Gyeongsang Province. all questionnaire were distributed to them, and A total of 110 data were analyzed. Looking at the main results, first, life stress of university students with disabilities was found to affect academic exhaustion. The more life experiences stressed, the more academic exhaustion appeared. Second, emotional adjustment problems of university students with disabilities were found to affect the academic exhaustion. Third, the life stress of college students with disabilities was indirectly influenced by emotional regulation, while having a direct effect on academic exhaustion. In other words, life stress is one of the factors that directly cause exhaustion, and at the same time it can increase the academic exhaustion. when it is difficult to control emotion. Taken together, the students with disabilities showed a positive correlation with life stress and academic exhaustion and were the part of the parameters in the relationship between the school life stress and academic exhaustion.

장애대학생, 생활스트레스, 학업소진, 정서조절, Life Stress, Academic Exhaustion, College Students with Disabilities, emotional regulation

박상희 Sang-hee Park

DOI: Vol.21(No.4) 101-129, 2017

The purpose of this study is to investigate the actual condition of students' safety accidents at the special schools for intellectual and developmental disabilities and to identify the special teachers' perception about safety education for students with disabilities. The subjects of the study were 269 special teachers who work at special schools for intellectual and developmental disabilities in Gwangju Metropolitan City and Jeollanamdo. Data collection responded to questionnaires to investigate the perceptions of special education teachers about the actual conditions of student safety accidents and safety education. The collected data were analyzed using descriptive statistics and frequency analysis to identify the subjects' perceptions using SPSS 21.0. The mean and standard deviation were calculated to investigate the perception of special education teachers on safety education. The mean and standard deviation were analyzed by independent sample t - test and one - way ANOVA. The results of the study are as follows. First, 69.1% of the teachers of the special schools for the intellectual developmental disabilities experienced safety accidents. The most frequent occurrence was middle school, abrasion, bruising, scraping or biting, and students' own accidents were the most frequent. Second, as a result of investigating the perception of special education teachers about safety education, it showed that there is a lot of concern about safety education and actual implementation level. And the need for safety education was strongly recognized, and there was a somewhat low demand for the recognition of time required for safety education. In addition, I felt difficulty in carrying out the safety education more than usual, and I pointed out that the seriousness of the disability and lack of proper education data were the reasons. Third, there was a statistically significant difference according to career, gender, and safety education level in the difference of perception level of special education teachers regarding safety education.

지적·발달장애, 학생안전사고, 안전교육, students safety accidents, safety education, intellectual disabilities

추연구 Youn-gu Chu

DOI: Vol.21(No.4) 131-151, 2017

The educational field is being recently attended by children in diverse backgrounds and being demanded various changes such as curriculum of being connected to their voices, teaching aids, class making and lesson making. As a research of forming a foundation for making this inclusive lesson, a research problem was aimed to be sought focusing on cases of Japan and the United Kingdom. First, in relation to what is becoming a foundation in a theory of inclusive lesson in Japan, the acquisition and application of curriculum have been emphasized with the contents of laying stress on the integration as process, on the formation of education group, and on a relationship of learning. Second, as for what about a relevant support and a teaching method in the practice of inclusive education, it was practiced the improvement in school education, the teaching assistants based on team teaching, and the security of a child's learning rights. Third, as for what about the future direction along with a cross-question about the teaching structure in the whole school of Japan, the inclusive direction was pursued as far as possible by seeking a variety of learning places at the compulsory education stage. In the aspect of children's view, the future direction was examined the guarantee in child development, the continuous understanding of development, and the emphatic understanding.

통합수업 학습보조원 특수교육 코디네이터 공감적 이해, inclusive lesson, teaching assistants, special education coordinator, empathic understanding

장열이 Yeol-lee Jang , 정용석 Yong-seok Jung

DOI: Vol.21(No.4) 153-176, 2017

The purpose of this study is to clarify the recognition of co-teachers and students on itinerant education administration of the special education support centers in Gyeongnam area. The conclusions are as follows. First, therapists seemed to perceive that itinerant education has more effect on students’ adaptational action, building peer group relationship and developing sociality than co-teachers’ teaching. Also, therapists had greater pressure on number of students involved in itinerant education than co-teachers. Second, itinerant co-teachers who have below 3 years of experience in educational career felt the necessity of the opportunities of training courses to support teaching more than teachers over 6 years of experience. Third, students’ preference on itinerant education compared to general education was more positive for itinerant co-teachers than for general teachers. I’d like to suggest some issues for following studies based on the results of the research. Firstly, I presented that therapists are more stressful than teachers in terms of number of students in managing itinerant education. Therefore, following study need to focus on workload in terms of positions. Secondly, it is suggested that current training courses were not enough for itinerant teachers including teachers and therapists.

순회교육, 특수교육지원센터, 교사, 치료사, Recognition of Co-Teacher, Special Education Support Center, teacher, therapist

문수백 Soo-back Moon , 김정민 Jung-min Kim

DOI: Vol.21(No.4) 177-201, 2017

The Korean-Developmental Test of Visual Perception-III (K-DTVP-III) is an individually administered measure of visual perceptural abilities for use with Korean children aged four through twelve The K-DTVP-III has five subtests that measure theoretically different but highly interrelated visual perception and visual-motor abilities. The K-DTVP-III can be administered by psychologists, occupational therapists, educators, diagnosticians, and others who are interested in examining the visual perceptual status of children aged 4 through 12. The purpose of this study was to examine the measurement invariance of the K-DTVP-III CFA model across age groups by using multiple group CFA with K-DTVP-III standardization data. Measurement invariance of the K-DTVP-III was tested by fitting a series of multiple-groups CFA models with parameter constraints across age groups. Results indicated that the covariance structure parameter of the K-DTVP-III was not invariant across groups. Correlation coefficient between VMI and MRVP of preschool age group was significantly lower than that of school age children. These results suggest that MRVP should be considered when interpreting the GVI and VMI indexes as children’s pure visual perceptual ability in case of school-age children.

시지각능력, 측정모델 동질성 검정, Visual perceptual ability, Measurement invariance test, DTVP-III