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Collaboration in Higher Education to Prepare Teachers for the Twenty-First Century
권현수 ( Hyun Soo Kwon ),( Suzanne M. Robinson ) 대구대학교 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.1
Collaboration requires teachers to integrate curriculum, create block schedules, develop multicultural classrooms, design site-based professional development plans, raise academic standards, and refine school leadership committees (Friend & Cook, 2000). Therefore, collaboration in higher education level is even more important when teacher preparation programs are considered as the first place to affect and change future educators`` attitudes toward inclusion. If preservice program of the future intend to prepare teachers who have expertise related to trends in educational services for all students, preservice faculty must also have expertise in those areas. For that reason, several guidelines have been introduced to ensure a successful collaboration in higher education.
중등 일반교사의 통합학급 수업과 교수적 수정에 대한 인식
권현수 ( Hyun Soo Kwon ) 대구대학교 한국특수교육문제연구소 2012 특수교육저널 : 이론과 실천 Vol.13 No.2
The purpose of this study was to identify the perceptions of secondary general education teachers about teaching and instructional adaptations in inclusive classrooms. For that purpose, 228 secondary general education teachers who works in inclusive schools in Seoul were surveyed. As a result, the participants reported that (1) the inclusion was necessary but it was difficult to put in practice, (2) it was important to understand the disabilities to teach students with disabilities in classrooms, (3) it was difficult to manage behavior and provide instructional adaptations in classrooms, (4) the instructional adaptations were necessary in secondary inclusive classrooms but it was difficult to practice, (5) the instructional adaptations in environment were more necessary and possible than in contents area, and (6) there were statistically differences between middle school teachers’ perceptions and high school teachers’ about instructional adaptations. Therefore, the researcher suggested that there should be more systematic supports for secondary inclusive education as well as it was necessary to develop the appropriate support systems for inclusion in middle schools and high schools respectively.
권현수 ( Hyun Soo Kwon ) 대구대학교 한국특수교육문제연구소 2007 특수교육저널 : 이론과 실천 Vol.8 No.4
The purpose of this study was to understand the general education teachers`` perceptions about inservice training programs for special education. The 294 general education teachers from kindergarten to highschool responded the survey about perceptions about special education inservice training programs and preference about special education courses. The results revealed that because of lack of opportunities, most of the teachers did not take the inservice training courses about special education however, they were eager to take the programs for their professional development. Therefore, it would be necessary to provide the special education inservice training programs for general education teachers to support the successful inclusive education. The respondents also reported that the most favorable special education courses were psychology and counseling, teaching strategies, and assessments. They mentioned that they liked to learn about practical skills to use in their inclusive classrooms but did not want to take foundational knowledge courses such as teaching philosophy, history of special education, or understanding children with special needs. As a conclusion, several guidelines were suggested for teacher inservice training programs. First, it is necessary to expand and improve the inservice training opportunities for general education teachers. Inservice programs for beginning teachers, middle school teachers, high school teachers, as well as inclusion teachers are recommended. Second, the practical courses for inclusion such as behavior management, communication skills, and adapting the curriculum should be provided as collaborative ways so that general education teachers and children with disabilities get benefit in inclusive educational environment.
일반학교 중등교사의 통합학급 수업에서의 교수적 수정 실천정도 분석
권현수 ( Hyun Soo Kwon ) 한국특수아동학회 2012 특수아동교육연구 Vol.14 No.3
The purpose of the study was to understand how often general secondary school content teachers adapted their instructions while they taught in inclusive classrooms. The researcher surveyed 203 general secondary content teachers in Seoul and revealed that they did moderate adaptations in their classrooms. Based on the study results, the researcher reported that the environmental adaptations were the most often used and the content adaptations were the least used areas. Also, depend on teachers ``sex, experience, and the grade they taught, the frequency of teachers`` instructional adaptations differed. Finally the researcher found that the variables such as sex, educational level, and the grade they taught affected how often teachers adapted their instructions. Consequentially, the researchers suggested several ways to improve instructional adaptations in secondary inclusive classrooms.
특수교육대상자들의 학교활동 및 학교밖 학습활동에 대한 종단적 연구: 2014년과 2017년 비교
김경화 ( Kim Kyeong-hwa ),권현수 ( Kwon Hyun-soo ),오영석 ( Oh Young-seok ) 대구대학교 한국특수교육문제연구소 2018 특수교육저널 : 이론과 실천 Vol.19 No.2
This study intended to investigate how in school activities and out of school activities have changed as school years of special education students get higher through the comparison of 2014 and 2017 Special Education Longitudinal Survey. According to the findings obtained from the comparisons, for the in school activities, there were no statistical differences in the areas of related services and achievement evaluation methods, while there were statistical differences in the areas of community based activities, after school programs, homework, and commute to school. The hours spent from the out of school activities in 2017 statistically decreased the ones in 2014. These findings will be used as an important resource to explain how the content and the quality of what students go through the in school and out of school activities will influence special education outcomes.
일반유치원 통합학급 담당교사의 개별화교육프로그램과 가족참여에 대한 인식
문성옥 ( Seong Ok Moon ),권현수 ( Hyun Soo Kwon ) 대구대학교 한국특수교육문제연구소 2011 특수교육저널 : 이론과 실천 Vol.12 No.3
Because the number of students with disabilities who have been included in general education classrooms are increased, there are enormous needs for general education teachers’ knowledge and skills about special education. In this paper, the researcher studied about general education teachers’ perceptions about IEP and family participations in inclusive kindergarten. As a result, the researcher reported that general education teachers did not know well about IEP and showed perceptional differences depend on variables such as educational level, organization status as well as availability of special education teachers’ support. Therefore, the researcher suggested several ways to improve the quality of special education in inclusive environments: (1) there should be more systematic supports for private schools, (2) special education teachers should be placed in every inclusive school, (3) it is necessary to provide various educational opportunities for teachers as well as families, and (4) many practical ways to encourage participation of teachers and families in special education should be developed.
최복례 ( Bok Rye Choi ),권현수 ( Hyun Soo Kwon ) 대구대학교 한국특수교육문제연구소 2009 특수교육저널 : 이론과 실천 Vol.10 No.4
The purpose of this study was to understand the perceptions of parents who have children with low vision about parent education programs. The 86 parents who have a child with low vision participated in the study and answered about their knowledge about low vision, perceptions about parent education programs. From the study the researcher found that most of thelow vision children’s parents didn’t know about sight function and sight effectiveness although most of them knew about low vision itself. Also parents wanted to be educated by professors, professional therapists as well as other professionals depends on the topics of programs. Parents revealed that they needed more practical programs more often than current situations. They also reported that they wanted to learn about rights, transition, and welfare as well as study methods and early educations for their children. Based on that findings, further implications were suggested to improve the quality of parent education programs for various disabilities, especially for low vision.