The social skills have been emphasized as the fundamentals of human development and the essential traits of daily adaptation in human life, children with intellectual disabilities are retarded in this development of social skills needed. And with these kinds of social skills(cooperation, self-assertion, and self-control), it is very important and necessary for children with intellectual disabilities to form and maintain positive social relationships. The objective of this study is to investigate the effects of process-centered playmaking program on social skills of children with intellectual disabilities. The subjects for the study are two children with intellectual disabilities at the age of 8 years old who are attending a developmental disability support center W and an elementary school as second grade students, located in the city P for both center and school. The study was designed with the ABAB repetition of introduction and retreat. Process-centered playmaking can make the participants improve their self-assertion and willingness to actively participate by their experiencing various circumstances and role-playings which are suggested by the program. Therefore, this study examined the effects of process-centered playmaking program on social skills of children with intellectual disabilities. The results of this study suggest that process-centered playmaking program was positively effective for the improvement of the social skills, i.e., cooperation, self-assertion, and self-control, of children with intellectual disabilities. Based on the results of this study, we expect that process-centered playmaking program can be applied to the education of children with intellectual disabilities in a meaningful and promising way.
Key Words
과정중심 연극, 지적장애 아동, 사회적 기술, Process-Centered Playmaking, Children with Intellectual Disabilities, Social Skills
남명의 조식의 교육사상: 한국 특수교육 전개과정에의 시사 A Study on Nam Myeong Cho Sik’s Educational Psychology: Implications on Development of Special Education in Korea
This study is aimed at exploring Nam Myeong’s educational psychology and through it reviewing implications on development of special education in Korea. Nam Myeong’s educational psychology is suggested that education is modified to meet the individualized educational needs of students and in upper levels, paradigm is subjective. it is differentiated that Nam Myeong’s educational psychology has focused on bottom up education in knowledge hierarchy. it is suggested , from Nam Myeong’s educational psychology, that first, constructing special educational knowledge based on Korea’s special educations’ practices, second, reviewing inclusion and separation issues based on Korea’s special educations practice, third, reviewing who to have key roles on constructing and modifying, and forth, critical reviewing on education system for separated special education and general education teachers’ qualifications. Third, we need to exploring Nam Myeong’s educational psychology for constructing special educational system in Korea.
Key Words
남명의 교육사상, 포함교육, 주관주의, Nam Myeong’s Educational Psychology, Inclusion, Subjectivism
디지털리터러시 중재가 발달장애 학생의 학습 태도에 미치는 영향 The Effects of Digital Literacy on Academic Engagement of Students with Developmental Disabilities
This study examined the effects of digital literacy intervention on academic engagement. Three students with developmental disabilities participated. Multiple-probe across subject design was used. The intervention included activities that students find and evaluate information, and communicate with peers through digital device. In the baseline, students were provided tasks that require digital skills without any intervention. In the intervention, the students were provided similar tasks with digital literacy intervention. The intervention was removed in the maintenance. Academic engagement was measured every session. Trained observers scored students’ behaviors using an academic engagement test. The results showed that the students received low scores in academic engagement tests in the baseline. The students received high scores consistently after the intervention was provided, and they maintained enhanced scores. The effect size was 100% across all students. These results demonstrated that digital literacy intervention was effective to improve academic engagement of students with developmental disabilities. Also, it showed that individuals with developmental disabilities acquire digital literacy so that they can be engaged in their learning in a digitalized classroom.
Key Words
디지털리터러시, 발달장애, 학습태도, Digital Literacy, Developmental Disabilities, Academic Engagement
발달장애 아동 부모의 심리적 안녕감에 영향을 미치는 회복탄력성 요인 The Effect of Resilience of Parents of Children with Developmental Disabilities on Psychological Well-being
This study provided basic data for psychological support of parents of children with developmental disabilities by revealing the factors of resilience that affect the psychological well-being of parents of children with developmental disabilities. The subjects of this study were 121 parents as parents of children with developmental disabilities. The measuring tools of this study are the psychological well-being scale and the resilience scale. For the data processing of this study, regression analysis was performed by setting each factor of psychological well-being of parents of children with developmental disabilities as a dependent variable and resilience as an independent variable. The results of this study are as follows. Positive factors of parents of children with developmental disabilities affect psychological well-being related to self-esteem, mental balance, and social participation. Interpersonal relationships and self-regulation of parents of children with developmental disabilities affect a sense of control positivity and interpersonal relationships affect happiness. Discussions were made according to the results of this study. This study is useful as a reference for the development of a parental support program to improve the psychological well-being of parents of children with developmental disabilities in the future.
발달장애를 가진 부모의 발달장애 자녀 양육 경험에 대한 질적 사례연구 A Qualitative Case Study on the Child-rearing Experiences of Parents with Developmental Disabilities Raising Children with Developmental Disabilities
발달장애를 가진 부모의 발달장애 자녀 양육 경험에 대한 질적 사례연구 A Qualitative Case Study on the Child-rearing Experiences of Parents with Developmental Disabilities Raising Children with Developmental Disabilities
This study conducted in-depth interviews on the cases of four different families to find out what experiences parents with developmental disabilities experienced when raising their children when they had children with developmental disabilities. Five parents participated in an in-depth interview to analyze the cases of four families, and each of them conducted "within-case analysis" and "cross-case analysis" to analyze the data. In the 'within-case analysis', topics that can clearly reveal the experience of the child rearing process in each case were identified, and in the 'cross-case analysis', topics that encompass cases were reviewed to derive a common theme for each case. As a result of the study, it was found that the child-rearing experiences of parents with developmental disabilities who have children with developmental disabilities included difficulties in school life for their children, difficulties in learning and guiding their children, economic difficulties, and the lack of support from a spouse related to child-rearing and welfare benefits related to child-rearing. And it was found that they were suffering from a lack of information about child-rearing, and they wanted to receive psychological and emotional support due to the stress of raising children. In the discussion, implications for the above results were described, and recommendations for future research were presented along with the limitations of the study.
Key Words
발달장애 부모, 발달장애 자녀, 자녀양육, 질적 사례연구, Parents with Developmental Disabilities, Children with Developmental Disabilities, Child-rearing Experience, Qualitative Case Study
발달장애인 고용에 관한 장애인직업재활시설 종사자의 인식연구 Study on the Perception of Workers in Vocational Rehabilitation Facilities about the Employment of People with Developmental Disabilities
발달장애인 고용에 관한 장애인직업재활시설 종사자의 인식연구 Study on the Perception of Workers in Vocational Rehabilitation Facilities about the Employment of People with Developmental Disabilities
The purpose of this study is to understand the gap between the current policies and practice sites surrounding employment and vocational rehabilitation of the developmental disabled by studying the perception of workers at vocational rehabilitation facilities for the disabled. The subjects of the study were 10 workers at vocational rehabilitation facilities for the disabled, and through in-depth interviews, the perception of employment and vocational rehabilitation for the developmental disabled was explored and analyzed as a qualitative case study method. As a result of the analysis, 34 concepts, 14 subcategories, and 4 categories were derived. The main categories are "need a new paradigm of labor for the employment of developmental disabilities," "usefulness of vocational rehabilitation for the developmental disabled," "reestablishment of functions of vocational rehabilitation facilities for the disabled," and "establishment of identity of workers at vocational rehabilitation facilities for the disabled." It was suggested that the government should improve the income security system for the developmental disabled, switch to social employment, change the function of employment for the most severe developmental disabled, establish the identity of workers, and introduce new concepts on labor for the developmental disabled.
Key Words
장애인직업재활시설, 발달장애인 고용, 직업재활, 사회적 고용, 질적사례연구, Vocational Rehabilitation Facilities for the Disabled, Employment of People with Developmental Disabilities, Vocational Rehabilitation, Social Employment, Qualitative Study, Case Study
발달장애인의 개인적 특성과 취업만족도가 직업적 능력에 미치는 영향요인 Personal Characteristics and Job Satisfaction of People with Developmental Disabilities Influencing Factors on Vocational Ability
발달장애인의 개인적 특성과 취업만족도가 직업적 능력에 미치는 영향요인 Personal Characteristics and Job Satisfaction of People with Developmental Disabilities Influencing Factors on Vocational Ability
This study was intended to empirically identify how personal characteristics and job satisfaction of people with developmental disabilities affect their vocational abilities. The analysis data used the Employment Development Institute's 2021 work and life survey of people with labor disabilities, and the analysis method analyzed the hierarchical contribution analysis and the effect of linkage. As a result of the analysis, in the case of people with autism, the higher their daily living ability, the better their non-verbal communication, the lower the frequency of challenging behaviors, and the higher their job satisfaction, the higher their vocational ability. The results of this study have the following implications. First, mentoring to improve performance in daily life and coaching programs to reduce the frequency of challenging behaviors are needed. Second, for non-verbal communication, the manager's insight and complementary and alternative communication methods must be sought. Third, it is necessary to provide sufficient information through official channels to improve job satisfaction. So far, previous studies on occupations of people with developmental disabilities have mainly tried to find causes in external factors, but this study is meaningful in that it analyzed the personal characteristics to examine the occupational abilities of people with developmental disabilities and suggested implications. Therefore, the need for follow-up study on an occupational ability evaluation tool for people with developmental disabilities that can be evaluated in a comprehensive and objective way was suggested.
발달장애인의 표현언어 능력에 따른 자기결정 능력 특성 분석 Characteristic Analysis of Self-Determination Ability According to Expressive Language Ability of People with Developmental Disabilities
김화수 Wha-soo Kim , 이명혜 Myeong-hye Lee , 강세일 Se-il Kang , 이주현 Ju-hyeon Lee , 이지우 Ji-woo Lee
발달장애인의 표현언어 능력에 따른 자기결정 능력 특성 분석 Characteristic Analysis of Self-Determination Ability According to Expressive Language Ability of People with Developmental Disabilities
김화수 Wha-soo Kim , 이명혜 Myeong-hye Lee , 강세일 Se-il Kang , 이주현 Ju-hyeon Lee , 이지우 Ji-woo Lee
The purpose of this study is to find out and analyze the development level and characteristics of self-determination ability for people with developmental disabilities, and to use it as basic data for self-determination intervention. Characteristics of expressive language ability and self-determination ability (autonomy, self-adjustment, self-actualization, psychological competency) To identify the relationship between the data, SPSS 12.0 was used for data analysis, one-way ANOVA, Scheffe's post hoc test, and Pearson's correlation analysis. The results obtained through this study are as follows. First, there was a difference in self-determination ability among the three groups according to expressive language age. Second, as a result of analysis of expressive language by age for self-determination characteristics (autonomy, self-adjustment, self-actualization, psychological competence), the group aged 10 years or older showed high average scores in each characteristic, with significant differences in all areas. Third, there were differences in self-determination ability of people with developmental disabilities by characteristics and questions. Fourth, there was a high correlation between the characteristics of self-determination ability. Fifth, it was found that the higher the expressive language ability of people with developmental disabilities, the more significantly they affect the characteristics of people with developmental disabilities. This study classified the self-determination ability of people with developmental disabilities into autonomy, self-adjustment, self-actualization, and psychological competency, identified differences according to expressive language age, confirmed the correlation between each characteristic and expressive language ability, and found that expressive language ability It is meaningful in that the effect on crystal characteristics was examined. It provided implications for discussing the direction of expressive language education, which is the communication ability to improve self-determination ability of people with developmental disabilities. Accordingly, it is expected that it will be used as basic data for education to evaluate and improve self-determination abilities of people with developmental disabilities.
생애사 연구를 통한 장애인 노동자의 삶의 재구성: 중증장애인 단일사례연구 Exploring a Life History Study on the Reconstruction of a Disabled Worker’s Life: A Single Case Study on a Severely Disabled Person
생애사 연구를 통한 장애인 노동자의 삶의 재구성: 중증장애인 단일사례연구 Exploring a Life History Study on the Reconstruction of a Disabled Worker’s Life: A Single Case Study on a Severely Disabled Person
The purpose of this study is to look into a severely disabled worker’s life from the perspective of successive life and examine the successive patterns of accumulated events within a specific range of time belonging to the whole life. To this end, targeting a severely disabled person who has settled as a successful worker in a public institution, this study collected and analyzed data according to F. Schütze’s narrative interview method. According to the findings, severely disabled workers have been found to lead a life where sameness and difference coexist, a life in which self-discovery and self-loss are repeated, and a life where they keeps encountering hidden glass barriers. Through that, this research has succeeded in examining in depth how the single case of D, a disabled worker, pioneers his life independently through the processes of particular choices and changes by carrying out his developmental tasks given according to his life and life cycle successively. In particular, this study has profoundly investigated how social barriers influence the process that disabled workers lead an independent life.
Key Words
중증장애인, 장애와 노동, 자립, 생애사, 질적연구, Severely Disabled Person, Disability and Labor, Independence, Life History, Qualitative Study
베트남 특수교육 개관: 통합교육의 현재와 미래 The Overview of Special Education in Vietnam: A Look at The Situation of Inclusive Education and Future Orientation
Special education in Vietnam has been developing rapidly over the past 45 years. This article will provide information related to the current special education context in Vietnam in two aspects: the current situation of inclusive education and the status of the system of special education institutes (special schools and inclusive supporting centers). An inclusive education support service system has been formed, however, its scale is still limited and unevenly distributed, mainly concentrated in big cities and developed economic regions. The design of the system of specialized educational institutions and support centers for the development of inclusive education must comply with the issued construction standards and regulations in Vietnam; the application of construction standards and regulations that are suitable for people with disabilities for convenient access and usage. However, in reality, such standards do not yet exist. In addition, building standards and regulations should be appropriately applied to the disabled to facilitate access and use of the disabled, but national standards have not yet been established in this area.
Key Words
Special Education In Vietnam, Inclusive Education, Students with Disabilities, Special And Supporting Schools, Centers, 베트남 특수교육, 통합교육, 장애 학생, 특수학교, 특수교육지원센터
예비유아교사 및 예비유아특수교사의 장애유아 자기조절력에 대한 인식 비교 Comparison of Perceptions of Pre-Service Preschool Teachers and Pre-Service Preschool Special Teachers on Self-Regulation for Children with Disabilities
예비유아교사 및 예비유아특수교사의 장애유아 자기조절력에 대한 인식 비교 Comparison of Perceptions of Pre-Service Preschool Teachers and Pre-Service Preschool Special Teachers on Self-Regulation for Children with Disabilities
This study investigated the perceptions of pre-school teachers and pre-service special education teachers on the self-regulation of children with disabilities, and analyzed differences according to whether they took special education courses according to their major and whether or not they had practical experience with children with disabilities. For this purpose, a survey was conducted on 103 college students majoring in early childhood education located in C province. The difference between the two groups was analyzed by performing frequency analysis and t-test for the survey results. As a result of the study, there was a statistically significant difference in the perception of self-regulation of children with disabilities according to their major, and depending on whether or not they took special education courses, pre-school teachers did not significantly affect the perception of self-regulation of children with disabilities, but special education teachers did not. Significant differences were found. On the other hand, it was found that the presence or absence of teaching experience for preschool children had a significant effect on the preschool teachers' perception of self-regulation ability of preschool children with disabilities, but not for preschool special education teachers. The suggestions of this study are as follows. First, various educational practice experiences, including the experience of guiding disabled children, increase pre-service early childhood teachers' awareness of the self-regulation ability of disabled children. Second, special education subject lectures must be conducted as learner-participation lectures. Third, the integrated education experience in educational practice subjects should be subdivided into integrated education observation and cooperative teaching experiences.
Key Words
자기조절력, 예비교사, 통합교육, 특수교육학, 교육실습, Self-Regulation Ability, Pre-Service Teacher, Integrated Education, Special Education, Educational Practice
자폐스펙트럼장애 아동의 자기표현과 대인관계에 대한 인지행동 미술치료 사례연구 A Case Study on Cognitive Behavioral Art Therapy for Self-expression and Interpersonal Relationship of Children with Autism Spectrum Disorders
자폐스펙트럼장애 아동의 자기표현과 대인관계에 대한 인지행동 미술치료 사례연구 A Case Study on Cognitive Behavioral Art Therapy for Self-expression and Interpersonal Relationship of Children with Autism Spectrum Disorders
The purpose of this study is to understand the influence of cognitive-behavioral art therapy on the self-expression and interpersonal relationship of children with autism spectrum disorder. The study was conducted with a 13-year-old female student, 6th grade at an elementary school, living in G city. There were 2 or 3 sessions per week and total 34 sessions were organized including pre and post tests, from September 11th, 2018 to December 3rd, 2018. The changes on self-expression were examined by applying the self-expression scale and KHTP, and interpersonal relationship was by measuring the interpersonal relationship scale and KSD. The examination paper was used for every session. The participant’s self-expression and interpersonal relationship was qualitatively evaluated. The below is the main outcomes from the study. First, the cognitive-behavioral art therapy indicated a positive impact on the participant's self-expression. Second, the cognitive-behavioral art therapy influenced positively on the participant’s interpersonal relationship. Third, the participant’s self-expression and interpersonal relationship were improved by each sessions and each steps of the cognitive-behavioral art therapy. This study is meaningful as it delineates the positive impact of cognitive-behavioral art therapy on children with autism spectrum disorder. In addition, it introduces practical case study materials that can be applied at the clinical site.
This study aims to analyze the trend of narrative inquires in the field of disability in Korea comprehensively and provide researchers with the necessary information and directions for further research in this field. In order to identify the research trends, the basic information of the studies, such as published years, study types, and journals were examined followed by the analysis of the study topics, participants, data-collecting methods, and the research procedures. The studies were divided into four time periods; the first period (from 2009 to 2012), the second period (from 2013 to 2015), the third period (from 2016 to 2018), and the fourth period (from 2019 to 2021) in order to see the periodical trends in the research field. The results indicate that most studies were conducted in the fourth period yielding 42 studies (47.7%) peaking in 2021 with 17 studies. The topics of studies are various such as the lives and caring in 31 studies taking up 35.2% of the field, the experiences of treatment and intervention in 17 studies taking up 19.3%, careers and adjustment at work in 15 studies taking up 17.0%, the curriculum, and instruction in 12 studies taking up 13.6%, integrated education in 9 studies taking up 10.2%, violence in 3 studies taking up 3.4%, and other in a study taking up 1.1% of the research field. The study participants are people with disabilities in 28 studies, teachers in 27 studies, and parents in 21 studies. The number of participants is mostly from one to three as appeared in 59 studies taking up 67.0%. The number of participants is mostly from one to three as appeared in 59 studies taking up 67.0%. The most common data collection type was to use both individual interviews and field data as shown in 37 studies taking up 42.0%. The most frequent number of interviews conducted in the studies is from one to three as shown in 26 studies which consist of 29.5% of the whole studies. 28 studies (31.8%) spend from one to two hours on interviews which was the most frequent time duration. 69 studies which take up 78.4% used Clandinin and Connelly’s process for the narrative inquiries. Based on the results, the implications for further narrative inquiries in the disability research field and the limitations of the study are discussed.
This study analyzes the general status, research methods, and contents of 242 research papers on lifelong education for the disabled published from 2012 to 2021. Looking at the research results, First, a total of 242 papers have been published in the last 10 years, and 2018 was the most published year, and the number of papers published by each journal was the Korean Journal of Special Education, and the survey study was the most study. Second, the subjects of the survey research were the persons with disabilities, the number of subjects was 101∼200, the method was a survey, and the purpose was to recognize, actual condition, and demand for lifelong education. Third, the form of literature research was literature review, the purpose was to establish and activate a lifelong education system for the disabled, and the country subject to trend analysis was Korea, and the number of papers was the largest with less than 100. Fourth, the subject of the qualitative research was the head of the center and the person in charge, and the number of subjects was 5 or less, the method was in-depth interviews, and the purpose was the most experience and meaning analysis of lifelong education for the disabled. Fifth, the age of the case study was majoring course in special school + adult, disability type was developmental disability, experimental group size was 3 people, experimental design was multiple probe baseline design across participants, independent variable was lifelong education program for the disabled, and dependent variable was cooking job skills. Sixth, development research included a career-oriented lifelong education model, a classification system for lifelong education programs for the disabled, a training course for vocational coordinators for the disabled, and the development of a lifelong education support system model for people with developmental disabilities. Seventh, the types of disabilities in experimental research were developmental disabilities, universities and affiliated institutions, group sizes were 11∼20 people, pretest-posttest control group design, and intervention sessions were the most common, and there were various independent and dependent variables. Based on the above research results, measures to improve lifelong education research for the disabled were discussed and suggested.
Key Words
장애인, 평생교육, 연구 동향 분석, People with Disabilities, Lifelong Education, Analysis of Research Trends
장애학생 소프트웨어 교육 프로그램 적절성 탐색 연구 - 희망학교 소프트웨어 교실 프로그램을 중심으로 - A Study on the Appropriateness of Software Education Programs for Students with Disabilities
김영걸 Young-gull Kim , 권기홍 Ki-hong Kwon , 우정한 Jeong-han Woo , 선석근 Suk-guen Shin , 김형선 Hyung-sun Kim
Currently, our society is changing into a software-centered society, and even students with disabilities need SW education to adapt to social changes. Therefore, this study attempted to explore the appropriateness of the program used in the 'Hope School SW Class' for SW education for disabled students. For this purpose, a survey was conducted on 31 people, including special teachers, university professors, and ICT experts, through an online method. The results of the study are as follows. First, in terms of the contents of the SW education program, the five programs used in the 'Hope School SW Class' were found to help disabled students' creativity, three-dimensional thinking ability, problem-solving ability, teaching improvement, real-world experience, computing thinking ability, and SW education. Second, in terms of the composition of SW education programs, it was found that the five programs used in the 'Hope School SW Class' can be configured in consideration of the characteristics and level of disabled students. Third, the advantages and improvements of the five programs were described. And based on these results, implications for the SW education program for disabled students were presented.
Key Words
장애학생, 소프트웨어 교육, 교육 프로그램, Disabled Students, Software Education, Education Programs
전략교수와 자기점검을 활용한 직업교육이 특수학교 전공과 발달장애 학생의 상자조립 기술에 미치는 효과 The Effects of Vocational Education Using Strategic Instruction and Self-Monitoring on Box Assembly Skills of Post-Secondary Students with Developmental Disabilities in Special School
강영모 Young-mo Kang , 장진경 Jin-kyung Chang , 손승현 Seung-hyun Son
전략교수와 자기점검을 활용한 직업교육이 특수학교 전공과 발달장애 학생의 상자조립 기술에 미치는 효과 The Effects of Vocational Education Using Strategic Instruction and Self-Monitoring on Box Assembly Skills of Post-Secondary Students with Developmental Disabilities in Special School
강영모 Young-mo Kang , 장진경 Jin-kyung Chang , 손승현 Seung-hyun Son
The purpose of this study was to examine the effects of vocational education using strategic instruction and self-monitoring on the box assembly skills of students with developmental disabilities. 3 post-secondary students in special school participated in the study, and the experiment was conducted using a multiple probe design across participants. The target behavior was box assembly skills by manipulating patterns in order. The intervention was a vocational education that teaches ‘1-2-3-4! strategy’ necessary for box assembly using strategic instruction and self-monitoring. The data were collected by observing the recorded video and then measuring the assembly work and occupational time for assembling boxes. The effects of vocational education were visually analyzed focusing on the level, trend, immediacy of the effects, and PND (percentage of non-overlapping data), and the effect size was calculated by the Tau-U value. The results of the study, it was found that vocational education using strategic instruction and self-monitoring improved the box assembly skills of students with developmental disabilities and the effect size was high. If the strategic instruction and self-monitoring used in this study are implemented in post-secondary courses of special school, more effective vocational education can be provided.
As we enter the aging era, the interest toward aging of adults with disabilities is increasing, however, research on aging of older adults with developmental disabilities is relatively poor. The purpose of this study is to provide practical and policy implications to the field by examining foreign studies that address the aging of people with developmental disabilities in line with the aging era. To this end, a total of 33 studies were analyzed which were published overseas from 2012 to 2021 on the topic of aging with developmental disabilities. Specifically, the following parts were analyzed: the publication year, location, participants, research method, and results. With respect to the results, the studies were analyzed based on the meaning and emotion toward aging, aging-related functional changes, aging-related correlates, positive and negative perception of aging, and coping strategies. Based on the results, future research directions for aging of developmental disability and practical supports in the field were discussed.
Key Words
발달장애, 노화, 건강, 중장년기, 잘 늙어감, Developmental Disabilities, Aging, Health, Older Adults, Aging Well
지적장애청소년의 스마트미디어 이용 경험 및 지원 요구에 관한 특수교사의 인식 연구 A Study on the Perceptions of Special Education Teachers on the Smart Media Use Experience and Support Requests for Youth with Intellectual Disabilities
지적장애청소년의 스마트미디어 이용 경험 및 지원 요구에 관한 특수교사의 인식 연구 A Study on the Perceptions of Special Education Teachers on the Smart Media Use Experience and Support Requests for Youth with Intellectual Disabilities
The purpose of this study is to examine the smart media use experience and support needs of students with intellectual disabilities recognized by special education teachers. Participants were eight special teachers of adolescent students with intellectual disabilities. We conducted in-depth interviews to examine the experiences and needs in the use of smart media. After transcribing all interviews, constant comparative method was used. Based on the qualitative analysis, 4 major theme and 12 sub-themes were derived as follows; (1) smart media usage experience- smart media usage method and media, benefits of smart media, disadvantages of smart media, (2) use cases for smart media - cases of damage caused by smart media, inappropriate use cases, the dilemma between autonomy and control, (3) practical support for smart media education - demand for various educational content, small group case-based education, teacher training and parent education, (4) institutional support for the use of smart media - securing counseling manpower for students with disabilities, linking with community resources, establishment of institutional safety devices for students with disabilities. Based on the results, implications and suggestions for the future research were discussed.
Key Words
스마트미디어, 스마트기기, 지적장애, 지원 요구, 질적 연구, The Use of Smart Media, Smart Device, Intellectual Disabilities, Qualitative Study
체육 분야 특화 특수학교 설립 및 운영에 대한 전문가들의 인식과 요구 A Qualitative Inquiry on the Experts’ Perceptions and Plans for the Establishment and Operation of Physical Education-Specific Special Schools
체육 분야 특화 특수학교 설립 및 운영에 대한 전문가들의 인식과 요구 A Qualitative Inquiry on the Experts’ Perceptions and Plans for the Establishment and Operation of Physical Education-Specific Special Schools
This study aimed to investigate the perception and demand of experts about the establishment and operation of physical education-specific special schools. The study provides background information and context for the policy of the establishment of special schools for disabled students who have talents and aptitudes in particular disciplines. Twelve professionals in total, split into two groups, took part in the study, and focus group interviews were done as part of the research. Four para-sports specialists, one researcher in adapted physical education, six special education teachers (with a focus on adapted physical education), and one physical education teacher made up the group of twelve experts. An open coding method that includes initial coding, in-depth coding, and topic discovery was used to examine the interview data. The interview data were analyzed using an open coding method that consists of initial coding, in-depth coding, and topic discovery. Credibility, transferability, dependability, and confirmability were considered to secure the validity of the study. As a result of the research, four themes and 13 sub-themes were derived; "Special schools for early identification of disabled students with athletic aptitudes and the development of parasports," "Special schools reflecting the characteristics of the disability types, sports, and the school level," "Special schools considering of expertise and flexibility in their operation," and "Leading schools to create new areas and values." Tasks and implications were provided based on the findings of the research.
Key Words
체육 특수학교, 특수학교 설립, 장애인체육, Physical Education-Specific Special Schools, Establishment of Special Schools, Parasports
초등 통합학급 장애학생의 학교적응과 관련 변인들의 인과관계 분석 A Causality Analysis on the School Adaptation and Related Variables of Students with Disabilities in Integrated Elementary School Classes
초등 통합학급 장애학생의 학교적응과 관련 변인들의 인과관계 분석 A Causality Analysis on the School Adaptation and Related Variables of Students with Disabilities in Integrated Elementary School Classes
This study confirmed how the causal relationship between family health, disability impact, life satisfaction, and school adaptation of 142 elementary school integrated class students who responded to the second and third panel surveys on life of the disabled conducted by the Korea Disabled Development Institute appears and changes. In order to conduct this study, the LISREL program was used to verify it by path analysis, which is a structural equation model. As a result of the analysis, it is found that the family health factor has a statistically significant effect on disability effect and school adaptation. However, family health and school adaptation showed positive effects, while family health and disability effects showed negative effects. Family health and life satisfaction are found to have a partial positive effect. In addition, disability effects and life satisfaction, life satisfaction and school adaptation are found to have a significant effect on each other. In conclusion, it has been found that family health and life satisfaction had a positive effect on school adaptation, but disability have a negative effect on school adaptation. The results of this study can be used as basic data for improving school adaptation of students with disabilities in elementary school integrated classes by analyzing and verifying the impact of related variables on school adaptation.
Key Words
초등 통합학급, 가족건강성, 장애영향, 삶의 만족, 학교적응, Elementary School Integrated Classes, Family Health, Disability
통합교육과 특수학급에 대한 초등학교 특수학급 교사의 인식 A Study on Elementary School Special Class Teachers' Perceptions of Inclusive Education and Special Class
This study aimed to find out the perception of elementary school special class teachers on inclusive education and special classes in Korea. Accordingly, in-depth interviews were conducted with 7 elementary school special class teachers in Busan and Gyeongnam. The interview results consisted of three main themes and six sub-themes. The research results are as follows. First, special education teachers saw the core meaning of inclusive education as 'mutual recognition' and 'congruence'. In addition, most of the expectations of parents of children with disabilities when choosing a general school were 'cultivating social skills' and 'providing an opportunity for an integrated experience'. Second, the special class teachers saw the special class as an 'unclear existence' and viewed the special class as an obstacle to inclusive education. In the process of operating special classes, ‘rejection’, ‘difference in perception’, ‘excessive number of students per class and lack of special teachers’, and problems with the selection of homeroom teachers and cooperative classes for integrated classes were cited as difficulties. Third, in order to establish the identity of special classes, 'Improvement of the teacher training system', 'Establishment of legal regulations for the practice of integrated education', 'Active character of special class teachers', 'Strengthening the expertise of special education and general education curriculum', etc. viewed as an important factor.
Key Words
특수학급, 특수교사, 통합교육, Special Classroom, Special Education Teacher, Inclusive Education
학대피해장애인 지원정책에 관한 연구: Gilbert와 Terrell의 정책분석틀을 활용하여 A Study on the Support Policy for the Disabled being Abused: Using Policy Analysis Framework of Gilbert and Terrell
학대피해장애인 지원정책에 관한 연구: Gilbert와 Terrell의 정책분석틀을 활용하여 A Study on the Support Policy for the Disabled being Abused: Using Policy Analysis Framework of Gilbert and Terrell
In this study, we analyzed the policy analysis of the policy analysis of Gilbert and Terrell, which is a method of product analysis, to identify the problems of the policy to support people with disabilities who are abused, and to find alternatives to solve them. The main analysis results are as follows. First, the allocation is to the victim, their family, and the abuser. Here, persons with disabilities include not only persons with registered disabilities but also persons with unregistered disabilities. In addition, persons with disabilities who have suffered human rights violations other than abuse are included in the policy. Second, the cash benefits of the policy to support people with disabilities who are victims of abuse include expenses for the operation of Advocacy Agency for Persons with Disabilities and shelters for the disabled. In addition, various support for recovery from abuse and temporary protection and rehabilitation support services are provided if the victim enters a shelter for the disabled. Third, within the policy delivery system, the Ministry of Health and Welfare establishes policies and prepares guidelines for the establishment and operation of Advocacy Agency for Persons with Disabilities. Local Advocacy Agency for Persons with Disabilities is responsible for the identification, protection, and support of people with disabilities who have been abused. The Shelter for the Disabled is in charge of the recovery of the victims. Fourth, the financial resources of the support policy for the abuse of the disabled can be divided into national and local expenses. The Advocacy Agency for Persons with Disabilities is operated with 50% national expenses and 50% local expenses. Based on the research results, it is necessary to prepare a legal basis for supporting victims of discrimination against persons with disabilities and abusers, and introduce a system to prevent abuse of persons with disabilities and implement mandatory reporting education, introduction of address brows restrictions service to protect victims, and policies to support abuse of persons with disabilities Improvements in the delivery system were suggested.
Key Words
학대피해장애인, 지원정책, Gilbert와 Terrell의 정책분석틀, The Disabled being Abused, Support Policy, Framework of Gilbert and Terrell
학령기의 발달장애인 및 비장애인 자녀를 양육하는 보호자의 스트레스 수준 비교와 발달장애인 자녀의 장애 심각도가 보호자의 스트레스에 미치는 영향: 미국 NSCH 데이터를 중심으로 Comparison of Stress Levels of Caregivers with Developmental Disabilities and Non-developmental Disabilities in School-age Children, and the Association of Disability Severity in Children with Developmental Disabilities on Caregivers Stress: Focusing on NSCH Data in the U.S
학령기의 발달장애인 및 비장애인 자녀를 양육하는 보호자의 스트레스 수준 비교와 발달장애인 자녀의 장애 심각도가 보호자의 스트레스에 미치는 영향: 미국 NSCH 데이터를 중심으로 Comparison of Stress Levels of Caregivers with Developmental Disabilities and Non-developmental Disabilities in School-age Children, and the Association of Disability Severity in Children with Developmental Disabilities on Caregivers Stress: Focusing on NSCH Data in the U.S
The purpose of this study is to compare the stress levels of caregivers raising developmental disabilities and non-developmental disabilities in school-age children, and to analyze the association of the disability severity on the caregivers stress by using big data. A chi-square test was conducted to compare the demographic characteristics and stress levels of caregivers raising developmental disabilities and non-developmental disabilities children, and multiple regression analysis was conducted to analyze the association of the disability severity on the stress level of caregivers. The statistical program used SAS 9.4. It was found that caregivers raising children with developmental disabilities had a higher stress level than caregivers raising children with non-developmental disabilities, and the more severe disability and the more overlapping disability than single disability, the greater the caregivers stress. Based on the results of this study, quantitative evidence data to support previous studies were provided. In the future, policies and interventions according to the life cycle and disability severity should be studied for support and intervention of people with developmental disabilities and caregivers raising children with developmental disabilities.
Key Words
발달장애인, 발달장애인보호자, 스트레스, 학령기, 빅데이터, Developmental Disabilities, Developmental Disabilities Caregiver, Stress, School Age, Big Data
