통합교육환경에서의 정당한 편의 제공에 대한 장애학생의 경험과 지원요구

옥민욱 ( Ok Min Wook ),홍정숙 ( Hong Jeong Suk ),표윤희 ( Pyo Yun Hui ) 한국특수아동학회 2022 특수아동교육연구 Vol.24 No.4

Purpose: The purpose of this study was to investigate the experiences and support needs of students with disabilities regarding the provision of reasonable accommodations in an inclusive educational environments. Method: Interviews with 18 college students with hearing, visual, physical, or developmental disabilities were conducted. The collected data were analyzed using the continuous comparative analysis method, and a total of 2 categories, 6 topics, and 20 subtopics were derived. Results: As a result, first, it was found that the provision of reasonable accommodations in inclusive educational settings was not sufficient, and accommodations were found to be provided differently by regions and schools due to the absence of standards or guidelines. A lack of understanding and interest in providing reasonable accommodations by teachers and peers without disabilities, a lack of information and understanding of rights related to the provision of reasonable accommodations for students with disabilities were obstacles to providing reasonable accommodations. Second, for successful provision of reasonable accommodations, it was required to provide reasonable accommodations necessary by types of disability, to improve teachers’ and peers’ disability awareness and understanding of the provision of reasonable accommodations for students with disabilities, to strengthen the understanding of information and rights related to the provision of reasonable accommodations for students with disabilities, and to establish a system for providing reasonable accommodations. Conclusion: The implications for the provision of reasonable accommodations for the successful inclusion of school-aged students with disabilities were discussed.

비디오 모델링이 영유아 및 학령기 장애학생의 읽기 성취도에 미치는 효과

옥민욱(Ok, Min Wook),이성숙(Lee, Seong Suk) 한국학습장애학회 2018 학습장애연구 Vol.15 No.2

비디오 모델링은 장애학생들의 사회적, 의사소통, 기능적 및 행동적 기술 향상에 효과적인 증거기반 교수방법이다. 하지만 비디오 모델링의 학업기술 특히 읽기에 미치는 효과에 대해 중점적으로 분석한 연구는 전무한 상황이다. 본 연구는 영유아 및 학령기 장애학생의 비디오 모델링이 읽기교수에 사용된 국내외 실험연구들의 연구 동향 분석 및 그 효과성을 분석해 보고 이를 바탕으로 후속 연구를 위한 논의 및 시사점을 제언 하는데 목적이 있었다. 이를 위하여 2018년까지 출판된 국내외 연구 13편을 선정하여 분석하였다. 연구들의 개괄적 특징, 비디오 모델링의 읽기교수에의 적용 및 그 효과성에 대해 체계적으로 분석하였다. 비중복 비율기법 (PND)을 활용한 메타 분석 결과를 살펴보면 분석대상 연구들은 전반적으로 비디오 모델링이 장애학생의 읽기성취도 향상에 긍정적인 효과를 보고하였지만 중재효과크기는 작으며 유지효과는 중간크기 범주인 것으로 나타났다. 이러한 결과를 바탕으로 비디오 모델링의 읽기교수 적용 관련 후속 연구에 대한 논의와 방향성을 제언하였다. According to previous research, video modeling is an evidence-based practice for students with disabilities to enhance their social, communication, functional and behavioral skills. However, there is a small body of studies investigating the effects of video modeling intervention on academic skills, especially reading for students with disabilities. The purpose of this study was to analyze the research trends on this topic and examine the effects of video modeling on the reading achievement of Pre-K to 12th grade students with disabilities. For this study, a total of 13 studies published in both Korea and other countries through 2018 were selected. The studies were analyzed for overall study characteristics (e.g., publication year, research design, participants), use of video modeling for reading instruction (e.g., the type of video modeling, interventionist, target reading skills), and effects (i.e., intervention, maintenance and generalization). The PND computed indicated a small effect for the intervention and a medium effect for maintenance. Based on the results, the implications and recommendations for future research were provided.

보편적 학습설계를 적용한 국내 중재 연구의 효과성 및 연구 질 논의: 아동의 학업성취도와 사회적 능력을 중심으로

옥민욱 ( Ok Min-wook ),최나리 ( Choi Na-ri ) 대구대학교 특수교육재활과학연구소 2018 특수교육재활과학연구 Vol.57 No.2

보편적 학습설계는 다양한 학생들의 교육에 긍정적인 영향을 주는 것으로 국내외 연구들에 의하여 보고되어지며 통합교육 환경을 위한 대안적 교수설계 원리로 대두되어지고 있다. 하지만 최근 국외 문헌연구들은 보편적 학습설계 실험연구들의 연구 방법과 결과 보고 방법에 문제를 제기하며 더 확실한 효과성 입증을 위해 이를 보완 할 것을 제안하고 있다. 본 연구는 보편적 학습설계가 학령기 아동들의 학습 및 사회적 활동에 미치는 효과에 대해서 조사하고 국내 보편적 학습설계 실험연구들의 연구 방법 및 결과 보고 관련 연구 질 평가를 통해 후속연구를 위한 논의와 제안을 제시하였다. 본 연구의 결과에 의하면 보편적 학습설계는 학령기의 다양한 학생들의 학습 및 사회적 활동에 긍정적인 영향을 미치는 것으로 나타났다. 하지만 유치원-고등학생에 이르는 전 학년, 다양한 과목 및 다양한 학생들에게도 효과적이라고 보편화하기는 아직 어려운 상황이었다. 보다 보편적인 효과성을 입증하기 다양한 학년, 과목 및 학생종류를 포함한 후속 연구가 필요하다. 또한 본 연구에 포함된 연구들은 연구간 차이는 있었지만 평균적으로 보편적 학습설계 실험연구를 위한 가이드라인의 약 83%에 해당하는 상당히 질 높은 연구 방법 및 결과보고 방법을 사용한 것으로 보고되었다. 결과를 바탕으로 보편적 학습설계의 효과에 대한 증거를 세워나갈 수 있도록 질 높은 후속연구를 위한 논의 및 제안을 제시하였다. Studies both in Korea and other foreign countries have reported the positive effects of using universal design for learning(UDL) to address the learning needs of diverse learners. UDL is also considered as a promising educational framework that can be used in inclusive classrooms. However, recent literature criticized weak methodological quality of UDL research and provided suggestions to improve the quality, which is important to build up the evidence of UDL. This study examined effects of UDL on academic and social outcomes of Pre-K to high school students and evaluated the methodological quality of the studies. The results found UDL was effective on improve academic learning and social outcomes of diverse students. However, more number of future studies addressing various grade levels, subjects, and diverse students needs are required to generalize the effectiveness. In addition, the results found in general studies met approximately 83% of the guideline items that means the studies’ methodology quality are substantially high. Based on the results, we provided suggestions for high quality future research to keep building up the evidence of UDL.

지체 및 뇌병변 장애대학생의 대학생활 관련 어려움과 지원요구에 관한 질적연구

옥민욱 ( Ok Min Wook ),표윤희 ( Pyo Yunhui ),홍정숙 ( Hong Jeong Suk ) 대구대학교 한국특수교육문제연구소 2020 특수교육저널 : 이론과 실천 Vol.21 No.4

[Purpose] The purpose of this study was to investigate the perceptions of university students with physical disabilities and brain lesions regarding college life difficulties and support needs, and to suggest support plans and implications for their successful college lives. [Method] This study used a qualitative research design and individual in-depth interviews were conducted with 11 university students with physical disabilities and brain lesions. Each interview took about 1 hour, and the transcribed data after the interview were analyzed using the continuous comparative analysis method. [Results] As a result of the analysis, 2 categories, 6 themes and 37 sub-themes were derived. Depending on the research purpose, difficulties and support needs were classified into categories, and the themes were classified into physical barriers, attitudinal barriers, institutional barriers, support needs for physical barriers, support needs for attitude barriers, and support needs for institutional barriers. According to the results of the study, students with disabilities with physical or brain lesions have experienced a variety of physical barriers (e.g. difficulties in moving around school, accessing campus buildings and using facilities), attitudinal barriers (e.g. a lack of understanding and the inappropriate attitude of faculty and students without disabilities), and institutional barriers (e.g. insufficient time using helper program for students with disabilities), and stated systematic supports are required to overcome the barriers. [Conclusion] Based on the results, we discussed support plans and implications for a successful college life for students with physical disabilities or brain lesions.

학령기 학생들을 위한 보편적 학습설계 교수 적용 연구동향: 국내·외 연구를 중심으로

옥민욱 ( Ok Min-wook ),최나리 ( Choi Na-ri ) 대구대학교 특수교육재활과학연구소 2018 특수교육재활과학연구 Vol.57 No.3

보편적 학습설계는 학령기 학생들의 통합교육을 위한 효과적인 교육대안으로 대두되고 있다. 본 연구는 학령기 학생들의 학습활동 및 사회적 활동 증진을 위해 보편적 학습설계 교수를 적용한 국내 및 국외 실험 연구 22편을 수집하고 그 내용을 비교 분석하였다. 국내외 연구들의 개괄적인 특징, 보편적 학습설계의 적용 및 그 효과성은 어떠한지 분석하였으며 국내외 연구동향 분석을 바탕으로 국내 후속 연구에 대한 논의와 시사점을 제언하는데 있었다. 분석 결과로 보면 국내외 모두 2000년대 후반부터 꾸준하게 중재연구가 이루어지고 있지만 대부분의 연구는 특수교육분야 학술지에서 출판된 것으로 나타나 보편적 학습설계가 특수교육 분야에서 더 각광을 받고 있는 것으로 보인다. 국내외 연구 모두 전반적으로 장애학생, 일반학생, 학습부진학생, 영어학습자 등 다양한 학생들의 학업성취도, 학습참여 및 사회적 기술 향상과 관련하여 긍정적인 효과를 보고한 것으로 나타났다. 하지만 보편적 학습설계의 학령기 아동을 위한 효과를 확실히 입증하기 위해서는 보다 더 다양한 학생들을 포함하고 보편적 학습설계를 다양한 방법으로 적용한 국내 후속 연구가 필요하다고 보인다. Universal design for learning(UDL) has been considered as a promising educational framework that can be used in inclusive classrooms for addressing the needs of diverse learners. This study compared and analyzed 22 empirical studies investigating the effects of UDL on academic and social outcomes of pre-K to high school students published in South Korea and other countries. The main purpose of this study was to provide suggestions for future research based on the analysis results of the studies included in this study. The results of this study revealed that the intervention studies have been conducted steadily since late 2000s in both Korea and other countries. However, most studies have been published in special education journals, representing UDL has been in the spotlight in the field of special education. The results of the studies published both in South Korea and other countries reported positive results to enhance diverse students’ academic achievement, engagement and social outcomes. However, further research including more diverse learners and using various approaches of UDL application is necessary in order to build up the evidence of effects of UDL,

미국의 장애학생 대상 합리적 편의 제공 관련 법제 고찰

옥민욱 ( Ok Min Wook ),홍정숙 ( Hong Jeongsuk ),표윤희 ( Pyo Yunhui ) 대구대학교 한국특수교육문제연구소 2022 특수교육저널 : 이론과 실천 Vol.23 No.2

[Purpose] The purpose of this study was to examine the laws and policies relating to the provision of reasonable accommodations for school-aged students with disabilities in educational settings in the United States and to suggest implications for similar legislation in South Korea. [Method] To achieve this, a literature review was conducted using law and policy documents and papers published in academic journals relating to the provision of reasonable accommodations in the United States. [Results] First, the Americans with Disabilities Act(ADA), the Individuals with Disabilities Education Act(IDEA), and Section 504 of the Rehabilitation Act are reviewed as the major American laws relating to the provision of reasonable accommodations for school-aged students with disabilities, and their key contents of main principles are presented, including character and purpose, scope of protection, the obligation to provide education, and reasonable accommodations. Second, categories and specific examples are established by dividing the content scope of these provisions into accommodations and modifications. Third, the procedure of selecting, providing, and evaluating accommodations when developing individualized education programs and 504 plans are provided. [Conclusion] Based on the results of this study, suggestions to improve similar policies in South Korea are made alongside implications for future research.

코로나19 상황 속 원격수업에서의 보조공학 활용 관련 특수교사들의 경험 및 인식

옥민욱(Min Wook Ok),김지연(Ji-yeon Kim) 한국특수교육학회 2021 한국특수교육학회 학술대회 Vol.2021 No.-

학습장애 학생의 스마트교육에 활용 가능한 교육용 애플리케이션 선정을 위한 평가지 개발 및 적용

강은영 ( Eun Young Kang ),옥민욱 ( Min Wook Ok ),김민경 ( Min Kyung Kim ) 대구대학교 한국특수교육문제연구소 2014 특수교육저널 : 이론과 실천 Vol.15 No.4

Smart learning utilized mobile devices has been rapidly developed in education filed. Students with learning disabilities (LD) can improve their academic performances using applications with mobile devices in their learning as one area of assistive technology. However, there is doubt that high quality applications for learning are being developed, and teachers have difficult to choose appropriate applications, which are including effective instruction principles for students with LD. Thus, the purpose of this study is to develop the form that can evaluate various applications in market. Thirteen items in the evaluation form contain the theoretical principles of effective instruction for students with LD. The reliability across evaluators is 94%, and the form was validated by special education teachers to confirm how the evaluation form is applicable in real school setting. The evaluation form can help teachers choose good applications, so smart learning can be realized to students with LD.

COVID-19 상황에서 지적장애 특수학교 중등특수교사의 원격수업 관련 경험 및 인식

권혜영 ( Kwon¸ Hey-young ),옥민욱 ( Ok¸ Min Wook ) 대구대학교 한국특수교육문제연구소 2021 특수교육저널 : 이론과 실천 Vol.22 No.3

[Purpose] The purpose of this study was to investigate the overall experience and perceptions of distance learning among secondary special education teachers working at a special school for students with intellectual disabilities and identify the support needs to improve the quality of distance learning in the future. [Method] Individual in-depth interviews were conducted with eight secondary special education teachers who had taught remote classes for more than one semester at a special school for students with intellectual disabilities in Seoul. The interview data were analyzed using continuous comparative analysis. [Results] First, it was found that the teachers had no experience related to distance learning before the COVID-19 pandemic and experienced considerable pressure when using the unfamiliar teaching methods in the early stage. With the support of the school’s TF team to improve distance learning, they took various actions, such as reorganizing the curriculum, utilizing class materials, and organizing class activities, considering their students’ characteristics. For most distance learning, they used digital content for students to accomplish the tasks given. Second, the teachers reported the positive aspects of distance learning, such as enhanced teacher competency related to the use and production of digital content for distance learning and the students' experience of using new technology. However, most teachers perceived the existing distance learning environment to be inappropriate for students with intellectual disabilities. Moreover, the teachers believed that for successful distance learning, it was necessary to provide training on designing distance learning course, devleop a distance learning platform, produce educational content for students with disabilities, enhance collaboration, and adopt a community approach among teachers, reinforce teachers’ digital literacy competency, and support parents experiencing a significant burden. [Conclusion] In preparation for the post-COVID-19 era, an in-depth discussion of support plans for successful distance learning for students with disabilities is needed. Also, more specific policies and standards related to distance learning are required at the Ministry of Education and school levels. The results of this study can be used as foundation data for this purpose.

특수교사와 일반교사의 증강·가상현실 활용현황, 인식 및 TPACK 수준 비교

김우리 ( Kim Woori ),옥민욱 ( Ok Min Wook ) 대구대학교 한국특수교육문제연구소 2021 특수교육저널 : 이론과 실천 Vol.22 No.2

[Purpose] This study aimed to investigate special and general educators’augmented and virtual reality(AR·VR) usage, perceptions, and Technology Pedagogical Content Knowledge(TPACK) levels. It also aimed to compare TPACK levels between the two types of teachers and between experienced and non-experienced teachers. [Method] A total of 317 participants including 127 special educators and 190 general educators were surveyed on their experience and perceptions of using AR and VR and on their TPACK levels. Questionnaire responses were analyzed using frequency analysis, multiple response analysis, independent sample t-tests, and two-way analysis of variance. [Results] Neither special nor general educators were found to make substantial use of AR·VR. Where they did use AR·VR, special educators used it mostly for career and occupational purposes, and general educators used it mostly for teaching subject content. Both special and general educators reported that they lacked knowledge and ability regarding the use of AR·VR, and the lack of AR·VR devices was one of the biggest barriers to using the technology. No significant difference was found between teacher types in any TPACK area, but there were significant differences between teachers with and without experience in AR·VR in all TPACK areas. [Conclusion] To support the effective use of AR·VR by teachers, opportunities to gain experience in using AR·VR must be provided, as well as training aimed at helping them integrate AR·VR into their teaching. Considering the special needs of students with disabilities, differentiated training should be provided to special educators.