강은영 Eunyoung Kang , 신영숙 Young-sook Shin

DOI:10.34262/kadd.2022.26.2.27 Vol.26(No.2) 1-27, 2022

The purpose of this study is to explore and present examples of curriculum restructuring based on individualized education plan in order to practice curriculum-instruction-evaluation (record) integration. The process of reconstructing the curriculum applied to special education subjects into individualized lessons based on a balanced understanding of the instructional and managerial functions of school-based individualized education plans from the life-cycle perspective. Through these lessons, we tried to suggest a plan that can be linked to achieving the educational goals contained in the individualized education plan. Two cases of elementary school students with autism disorder were presented as examples of national interest and lesson plans in special classes. Based on this, the curriculum-instruction-evaluation (record) integration based on the individualized education plan will be prepared as a foundation that can be applied to students in special education for all school ages.

개별화교육계획, 교육과정, 교육과정 재구성, 교육과정-수업-평가 일체화, IEP, Curriculum, Curriculum Reorganization, Curriculum-Instruction-Evaluation (record) Integration

강은영 Eunyoung Kang , 박윤정 Youn-jung Park , 서효정 Hyo-jeong Seo , 나경은 Kyong-eun Na

DOI:10.34262/kadd.2022.26.2.51 Vol.26(No.2) 29-51, 2022

In this study, based on the perceptions of special education teachers, we tried to find a way to actively implement curriculum reorganization by identifying the implementation aspects of curriculum reorganization at the unit school class and teacher level. To this end, the meaning and necessity of curriculum reorganization identified by special education teachers were investigated, how they perceived the degree of implementation of curriculum reorganization and obstacles was analyzed, and detailed factors related to the process of reorganizing the curriculum were investigated. A questionnaire consisting of 28 items was developed, and a survey was conducted with 549 special education teachers. As a result of the analysis, first, special education teachers 30 were fully aware of the meaning and necessity of reorganizing the curriculum. Second, it was found that most of the special education teachers practiced curriculum reorganization, and internal and external obstacles exist for teachers who do not practice it. Third, as a result of analyzing the curriculum reorganization implementation process, it was identified that support for enhancing the professionalism of special education teachers is required along with the efforts of unit schools in order to effectively operate the curriculum reorganization considering the characteristics of students. Suggestions for future research were discussed along with the implications based on the above results.

교육과정 재구성, 특수교사, 설문조사, Curriculum Reorganization, Special Education Teachers, Survey

조재규 Jae-gyu Jo

DOI:10.34262/kadd.2022.26.2.76 Vol.26(No.2) 53-76, 2022

This study tried to find out the trend of mediation in Social Stories in Korea, and to suggest directions and tasks for future research. For this purpose, the general status, research methods, and contents of 44 papers on Social Stories published from 2012 to 2021 were analyzed. Looking at the research results, First, a total of 44 papers have been published in the past 10 years, and more than 4 papers have been published annually. As for the number of papers published in each journal, Journal of Emotional & Behavioral Disorders was the most, and case study was the most research method. Second, the experimental study conducted an independent sample t test to examine problem behavior + peer relationship with the control group AB design for elementary school students with ADHD and intellectual disabilities, and all had an intervention effect. Third, the target age of the case study was infants and toddlers, the type of disability was ASD, the number of subjects was 3, the intervention sessions were 21∼30 sessions, and the independent variable was independently mediated with a book, and the dependent variable was improved social interaction and the experimental design was multiple probe design across subjects was the most common among subjects. Fourth, papers that presented the analysis target of literature study in Korea, disability type as ASD, number of analyzed papers 11∼20 and 21∼30, analysis period 11∼20 years, analysis method meta-analysis, and inter-rater reliability there were many. Fifth, development research consisted of Social Stories application development to improve social skills of ASD students and Social Stories content development for social enhancement. Qualitative research investigated the practical knowledge of special teachers obtained in practical classes using Social Stories and the meaning of social interaction between children with developmental delays and general infants. Based on the above research results, we discussed and suggested ways to improve Social Stories interventions.

사회상황이야기, 중재 연구, 동향 분석, 연구방법, Social Stories^{TM, Interventions Research, Analysis of the Trend, Research Method}

강영모 Young-mo Kang , 김민서 Min-seo Kim , 손승현 Seung-hyun Son

DOI:10.34262/kadd.2022.26.2.106 Vol.26(No.2) 77-106, 2022

This study analyzed the general characteristics, the effect size, and the CEC quality indicators of interventions for post-secondary students with developmental disabilities in special school across 27 single-case research published in the KCI (Korean Citation Index) list and thesis from 2008 to 2021. The result showed that 2016 is the most prosperous year for publishing papers which accounted for 29.6%. Also, 3 participants (66.7%), male gender (84.1%), autism spectrum disorders (38.1%), first-year grade (47.6%), the using of adaptive behavior scale (34.8%), vocational skills (80.0%) as a dependent variable and vocational training (33.3%) as an independent variable were the dominant result of general characteristics. The most frequently used experimental design was multiple probe design across participants (51.9%), and mostly included 21∼25 sessions (59.3%). We found that the interobserver reliability was evaluated by researchers and teachers (23.1%), implementation fidelity was evaluated by research assistants (50.0%), and the social validity was evaluated by professors (38.0%) or teachers (23.8%). Second, the result of the effect size analysis showed that 25 vocational skills (89.3%), 6 problem behaviors (100%), and one vocabulary learning (100%) were the most effective intervention types. Third, the overall fulfillment rate for the CEC quality indicators was high, but relatively low in the categories of Intervention agent (66.7%) and Implementation fidelity (61.7%). Based on the results, the discussions were presented regarding post-secondary education.

발달장애, 특수학교, 전공과, 메타분석, 단일대상연구, Developmental Disabilities, Special School, Post-Secondary Course, Meta-Analysis, Single-Case Research

이수옥 Su-ok Lee , 임호찬 Ho-chan Lim

DOI:10.34262/kadd.2022.26.2.122 Vol.26(No.2) 107-122, 2022

This study investigates the age of sexual behavior expression of children perceived or witnessed by mothers with developmental disabilities, and investigates the type, frequency, and place of sighting of sexual behavior expression. For the study, the responses of 59 people living in B and C cities in A were analyzed. Descriptive statistics and itemized percentages were analyzed. According to the results of the study, 53 out of 59 people (89.8%) witnessed their children's sexual behavior, and the average age of children's sexual behavior perceived by mothers with developmental disabilities was 5.72, indicating that the age of their children's sexual behavior was low. As a result of the analysis, the type of sexual behavior was 50.8% due to masturbation, and the frequency of sexual behavior was 10.91 times a week on average. 51 out of 58 respondents (86.4%) said they were willing to receive sexuality guide education for their children's sexual behavior, suggesting that there is a need for sexuality education and how to cope with their children's sexual behavior.

발달장애 학생, 성행동, 어머니, Students with Developmental Disabilities, Sexual Behaviors, Mothers

조은혜 Eun-hye Jo

DOI:10.34262/kadd.2022.26.2.144 Vol.26(No.2) 123-144, 2022

The purpose of this study was to investigate the effect of musical reinforcement on the improvement of self-expression and relationship formation in children with autistic disorder in music therapy. In terms of self-expression and relationship formation, the categories of sociality were selected based on previous studies in music therapy, and changes in children with autism were studied by focusing on two sub-items. In this study, music therapy was performed once a week for a total of 3 months from April to July 2021, and video was recorded to describe behavioral changes. In addition, self-expression and relationship formation were comparatively analyzed through pre- and post-tests. As a result of the study, it was found that the self-expression and relationship formation of children with autism were improved in the post-test compared to the pre-test (Z =-2.001, p=.041). These results show that musical reinforcement has an effect on the self-expression and relationship formation of children with autism, and is expected to have a positive effect on all subjects with developmental disabilities.

음악치료, 자폐성장애, 음악적 강화, 칭찬, 자기표현, 관계형성, Music Therapy, Autism Spectrum Disorder, Musical Reinforcement, Self-Expression, Relationship Formation

김동일 Dong-il Kim , 이미지 Mi-ji Lee , 이연재 Yeon-jae Lee

DOI:10.34262/kadd.2022.26.2.171 Vol.26(No.2) 145-171, 2022

The purpose of this study is to synthesize meta-analysis studies related to developmental rehabilitation services for children with disabilities and to evaluate the methodological quality of meta-analysis papers by applying AMSTAR guidelines. Therefore, a total of 29 meta-analysis studies were collected and analyzed with general characteristics and AMSTAR guidelines. As a result, the service types, dependent variables, study participants, and effect size type were quite diverse. The effect size reported by the meta-analysis research papers was high, but the AMSTAR quality score was 6.14 points on average. Among them, AMSTAR scores were higher in the order of exercise development rehabilitation and music rehabilitation meta-analysis studies, and experimental design studies scored higher than single subjects design papers. The score of ‘planning of systematic literature review’ was the highest, and the score of ‘reporting conflict of interest’ was the lowest. Based on the results, this study suggested discussions for future research.

장애아동, 발달재활서비스, 메타분석, AMSTAR 가이드라인, 질 분석, Children with Disabilities, Developmental Rehabilitation Services, Meta-Analysis, AMSTAR Guidelines, Quality Analysis

이영미 Young-mi Lee , 정용석 Yong-seok Jung

DOI:10.34262/kadd.2022.26.2.189 Vol.26(No.2) 173-189, 2022

This study is aimed at exploring paradigm, hypothesis and model in disability understanding educational program. We analyzed 20 studies including 16 master/doctor’s degree studies and 4 academic journal studies. The results are as follows. First, the models (contents) of disability understanding educational program consists of understanding disabilities, experiencing disabilities, helping children with disabilities, communities, the right of children with disabilities, and social support system modification for them etc. Second, two main assumptions are derived from the models of this study, one of them is that programs including understanding, experiencing, helping children with disabilities have a positive effects on students’ perspective on children with disabilities. Another is that program focusing on the right of children with disabilities, regarding disabilities as individual differences, and modifying social support system for them have a positive effects on students’ perspective on children with disabilities. It is appeared, analyzing paradigms derived from the assumptions, that 15 studies is based on pathological paradigm. and 5 studies is based on social deficiency paradigm. Studies on social deficiency paradigm have increased since 2009 years. Suggestions are that first, we need to change pathological perspective to soccial system deficiency perspective for developing disability understanding educational program in future. Second, we need reviewing knowledge system including model, assumption and paradigm for developing disability understanding educational program.

장애인식, 병리적 관점, 사회체제결함론, 패러다임, Pathological Perspective, Social System Deficiency Perspective, Perspective on Children with Disabilities, Paradigm

김기흥 Ki-heung Kim

DOI:10.34262/kadd.2022.26.2.217 Vol.26(No.2) 191-217, 2022

This study tried to critically examine Hitler's understanding of human beings, and through this, to find out the basic human view to have from the perspective of special education. To this end, first, Hitler's political ideologies were over viewed, and then, the educational view of humanity that general schools and special schools aimed at was analyzed. The results of this study are as follows. First, the political ideology of Hitler's regime was particularly racism and social Darwinism as key elements in the formation of the human view at the time. Second, Hitler's political ideology was applied to the education policy of special schools as well as general schools. As a result, many non-Aryan races, including Jews, and children with disabilities who were judged incapable of work, learning or treatment were considered “lives not worth living” and were sacrificed by forced sterilization and euthanasia. Based on these major research results, it was emphasized that the absolute dignity of human beings is a basic idea of special education, and that human values or meaning of existence should not be judged based on economic efficiency, rationality and productivity. In addition, we discussed the need for firm legal support in order to maintain this human dignity in school education.

히틀러, 특수교육, 인간관, 인종주의, 장애인, Hitler, Special Education, Human Condition, Racism, Disabled Person

서석진 Seok-jin Seo , 이신영 Shin-young Lee

DOI:10.34262/kadd.2022.26.2.241 Vol.26(No.2) 219-241, 2022

This study aims to explore prs-service special education teacher’s perceptions and experience about online practicum. To accomplish this goal, a qualitative study is conducted with 15 pre-service special educational teacher, who have experience from June 29 to August 18, 2021. The result as follow: First, special educational practice has been hard time that confusion to pre-teaching practicum have only 2 weeks and not good guideline in COVID-19. Second, pre-service educator’s teaching practice have limitations of chance to interaction with special needs student, limitations of teaching demonstration. Third, end of teaching practice needs strengthening of non-face-to-face educational qualifications as special teacher and Providing cyber training reflecting the characteristics of special education subjects. Based on the results of this study, it is suggest preparation for post COVID-19 that pre-special education teacher’s teaching practice.

예비특수교사, 학교현장실습, 질적 연구, COVID-19, Pre-service Special Education Teacher, Practicum, Qualitative Study

이은화 Eun-hwa Lee , 임지향 Ji-hyang Lim

DOI:10.34262/kadd.2022.26.2.270 Vol.26(No.2) 243-270, 2022

The purpose of this study is to investigate the effects of cognitive-behavioral art therapy on the self-esteem and aggression of children with ADHD. The subject of the study was an 8-year-old elementary school 3rd-grade boy living in A city, and it was conducted once a week for 50 minutes, a total of 20 times from September 2019 to November 2019. Two research areas were set including self-esteem and aggression, which were tested with a scale before and after the program with the results were compared and analyzed. KHTP and KSD tests were also carried out before and after the program to compare and analyze changes. The observation log of each session was put to qualitative analysis to examine the subject's behavior and changing process in self-esteem and aggression. The findings were as follows: first, the self-esteem scale and KHTP test results demonstrate that cognitive-behavioral art therapy had positive effects on the self-esteem of the child with ADHD; secondly, the aggression scale and KSD test results demonstrate that art therapy applying cognitive behavior had positive impacts on the aggression of the child; and finally, the observation log of each session confirms the effects of cognitive-behavioral art therapy on the self-esteem and aggression of the child. These findings provide grounds for the effectiveness of cognitive-behavioral art therapy on the self-esteem and aggression of a child with ADHD. The study proposes the possibilities of cognitive-behavioral art therapy being used in the field of counseling and provides experiential case study materials, thus holding its significance. However, this study has limitations in generalizing as a single case for one ADHD child and applied cognitive behavioral therapy techniques to ADHD children, but it suggests that a fusion art therapy program can be activated in various psychotherapy scenes through the development of art therapy programs that integrate various psychotherapy theory techniques and art therapy.

자아존중감, 공격성, 인지행동 미술치료, ADHD, Self-Esteem, Aggression, Cognitive-Behavioral Art Therapy

하예나 Yae-na Ha , 유은영 Eun-young Yoo

DOI:10.34262/kadd.2022.26.2.288 Vol.26(No.2) 271-288, 2022

The purpose of this study is to systematically analyze food exposure interventions to improve food selectivity in children with ASD. Data collection is not limited to the start of the study, and the study was conducted until July 31, 2021. Study selection was made through the 4 steps of the PRISMA Flowchart. The database used Pubmed, Web of science, Science direct, SCOPUS, Embase and ProQuest. Keywords were autism, selectivity, food, exposure. The final selected 9 studies analyzed the level of evidence, the characteristics of subjects, the effectiveness of intervention, the approach used for intervention, the assessment tools for measuring the effectiveness of intervention. When food exposure intervention was provided to ASD children with food selectivity, it was confirmed that it was effective in enhancing food consumption, food variety, food acceptance, food amount, and food touch. Through this study, clinical information on food exposure intervention was provided, and evidence data for generalization and intervention development of food exposure intervention for ASD children were prepared.

Autism Spectrum Disorders, Food Exposure Intervention, Food Selectivity, Eating Problem, 자폐 스펙트럼 장애, 음식 노출 중재, 음식 선택성, 섭식 문제