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변혜성 ( Hye-sung Byeon ),오태진 ( Tae-jin Oh ),정민규 ( Min-gyu Jung ),정영진 ( Yeong-jin Jung ),김웅섭 ( Woongsup Kim ) 한국정보처리학회 2019 한국정보처리학회 학술대회논문집 Vol.26 No.2
본 설계는 청각장애인을 위한 기술이다. 청각장애인은 일상생활에서 음성을 통한 의사소통이 어렵기 때문에, 비장애인과의 정보 격차를 줄이기 위한 ‘안경 부착형 커뮤니케이션 디바이스’를 개발하였다. Speech-To-Text 기술을 적용하여 음성이 인식되면 텍스트로 변환하여 출력한다. 따라서 음성에 대한 정보를 텍스트로 볼 수 있게끔 구현하였다. 또한 청각장애인은 소리로 파악할 수 있는 위험 요소에 노출되어 있다. 혹시 모를 안전사고에 빠르게 대처하고자 현재 위치 정보를 보호자에게 전송하는 기능을 구현하였다.
장애학생의 통합학급 내 수업방해행동에 대한 특수교사의 지원 및 대처 방식
안제춘,황지은,이경원,변혜성,안예지 한국정서행동장애학회 2023 정서ㆍ행동장애연구 Vol.39 No.3
This study aimed to examine the way special education teachers support and cope with class interference behaviors of students with disabilities in inclusive classrooms. We conducted the focus group interview with the two groups: A group of five elementary special education teachers and a group of four secondary school special education teachers. As a result, 3 upper-categories and 11 sub-categories were derived. The upper categories were the formation of positive relationships with school members before class interference behaviors occur, preventive reactions for antecedents before class interference behaviors occur, and reactions for students who are separated by inclusive class teachers to special education class and interventions for the consequence to inclusive class teachers separating students with disabilities from inclusive classes and intervention for the consequences. The first upper category included sharing methods for consistently coping with class interference behaviors between inclusive class teachers and special education teachers, and forming positive relationships through interaction between students with disabilities and students without disabilities and between students without disabilities and special teachers. The second upper category included the use of human resources to stabilize the behavior of students with disabilities, support for participation in group activities, guidance on alternative activities, formation of routines for students with disabilities to visit special classes, and medication intake management. The third upper category included special education teachers’ support for students with disabilities in special classes and education using behavioral contracts and token rewards. Lastly, we discussed implications for maintaining positive relationships with school members to support before class interference behaviors of students with disabilities, preventive measures for antecedents, response of special education teachers after class interference behaviors, and intervention for the consequences.