장애학에 대한 재고찰

조한진 ( Han Jin Jo ) 대구대학교 한국특수교육문제연구소 2011 특수교육저널 : 이론과 실천 Vol.12 No.4

These days disability studies has become the talk of the disability field in Korea. However, as for disability studies in Korea, many things seem to be still disorganized and confusing. This arises from the scarcity of literature on what disability studies actually is. Thus, this study provides an overview about disability studies. In its conclusion, the study provides the challenges faced by disability studies in addition to the significance of the application of disability studies to other disability-related studies.

특수교육에 적용된 장애학의 연구 경향 고찰: 2000~2010년 외국 논문들을 중심으로

강종구 ( Jong Gu Kang ),김건희 ( Keon Hee Kim ) 대구대학교 한국특수교육문제연구소 2010 특수교육저널 : 이론과 실천 Vol.11 No.4

This study was to explore disability studies applied in special education that is a relatively new scholarship, and attempted to apply disability studies into South Korean special education. In order to do this study, we did literature review on foreign studies from four journals that mostly discuss disability studies and foreign articles that use disability study/ies as a title or a subject term. Literature review was conducted on 111 articles that was directly related to the education of students with disabilities. The articles reviewed were published between 2000 and 2010. The result of literature review shows that the studies on disability studies applied in special education were conducted not only from the United States but also from internationally including Europe. In addition, the studies on disability studies applied in special education discuss ten topics such as inclusive education, instruction strategies, assessment, educational environment, law and policy, family participation and family attitude, the trend of special education, the application of disability studies, attitudes on disability and transition. The studies on inclusion were the most frequently explored topic among ten topics.

특수교육학 및 장애(교육)학 관점에서 바라본 국내 특수교육 연구 현실

강종구 ( Kang Jong-gu ),김지연 ( Kim Jiyeon ) 대구대학교 한국특수교육문제연구소 2020 특수교육저널 : 이론과 실천 Vol.21 No.3

[Purpose] This study aimed to deal with special education through “special education” that focuses on the education of students with disabilities and “disability studies (in education)” that resist discrimination against disabilities and approach them in terms of diversity. [Method] This study analyzed the literature published in the last ten years (2010-2019) to explore the major characteristics and changes in special education and disability studies (in education). [Results] The main results are as follows. First, disability studies (in education) are more conducted than special education in the academic discussion of special education in South Korea. Second, only two or three studies are conducted in the area of special education each year, and the studies dealt with a disability in general, not a specific category of disability. Further, the researches mainly used a literature review as a research method. Third, researches in special education focused on a medical model that emphasizes segregation or education for disabled students. On the other, the researches in disability studies (in education) mainly discussed the social model but made the neruodivergent approach recently. [Conclusion] This study insisted that more academic approaches and studies dealing with various theories and subjects needed to be done in special education. Besides, the study argued that discussions on “disability studies (in education)” should be actively carried out, which focuses on the education of disabled students.

장애학 관점으로 바라본 교통학 문헌의 비판적 고찰

김영돈(Kim, Young-Don),이미영(Lee, Mi-Young) 한국장애학회 2021 한국장애학 Vol.6 No.1

이동권은 누구나 누려야 할 권리이다. 장애학 뿐만 아니라 교통학에서도 장애인의 이동권을 다루고 있지만, 장애를 어떻게 바라보고 있는지 분석이 된 적은 없다. 본 연구는 교통학의 이동권과 관련된 교통학 문헌을 장애학적 관점에 의해 비판적으로 고찰하였다. 교통학은 사회적 모델 측면에서 장애인에게 필요한 교통환경 및 정책을 이끌어간다는 점에서 긍정적으로 볼 수 있다. 하지만 ‘상호작용으로서의 장애’라는 측면에서 장애는 신체적인 손상 또는 한계가 있는 존재로 나타난다. 사회적으로 억압을 받는 장애인의 모습은 설문조사 또는 교통 데이터를 통해 통계적으로 거시적으로 표현된다. 이러한 표현을 통해 장애인이 교통환경에서 어떤 영향을 받는지 보여줌으로써 교통환경과 상호작용하고 있는 모습을 보여준다. 그러나 실제 장애인이 경험하는 교통에 대해서 나타나 있지 않고 있다. 교통학의 장애학적 관점을 갖기 위해 첫째, 장애인의 이동권 경험에 대한 질적 연구를 해야 하며, 둘째, 교통약자에 대한 정의를 재정립할 필요가 있다. 이에 따라 교통학은 모든 사람의 이동 욕구를 충족시킬 수 있는 학문으로 나아가야 한다. Mobility rights is a right which everyone should have. Transportation studies as well as disability studies research mobility rights for the disabled. But, Transportation studies has not analyzed how the disabled are viewed. To research the disability view in transportation studies, The paper reviews criticaly the literature about the moblity rigths of the disabled in transportation studies. Transportation studies is positive by the social model which deals with transportation policies for the moblity rigths of the disabled. However, the disability means physical damage or limitation by seeing disablity as a complex interaction. The image of a socially oppressed disabled person is macrospoic and statistical through a survey or a transportation big data. It shows how people with disabilities are affected by the transportation environment and interacts with the transportation environment through the disability image. In practice, the transportation environment experienced by disabled people is not described in detail in the transportation studies. In order for transportation studies to have a disability perspective, it is first necessary to conduct qualitative research on the mobility experience of disabled people; secondly, to redefine the definition of vulnerable people in the transportation service. Therefore, Transportation stduies should changes them which can staify everyone’s needs to move.

Understanding and Educating Children with Autism Spectrum Disorder from the Perspective of Disability Studies

김건희 한국유아특수교육학회 2016 유아특수교육연구 Vol.16 No.1

The purpose of this study was to come to an understanding of how to educate children with autism spectrum disorder from perspectives within disability studies. This paper first discusses the perspectives of disability studies, and then explains how to understand and educate children with autism spectrum disorder. Disability studies is about understanding disability in political, social and economic contexts. A basic principle of this field is that, in developing an understanding of disability, the voices of people with disabilities should be included. From the perspective of disability studies, difficulty in communicating with others should not be counted as a deficit, but instead should be seen as involving different ways of communicating, which should lead to a search for different modes of communication, not to force those with disabilities to adhere to set social norms or standards. Educating students with autism spectrum disorder should focus on providing appropriate environments for revealing children’s competencies for academic learning and engaging in social interaction and should emphasize self-determination, active participation, choices, and constructing the competences of children with autism spectrum disorder. Also, it is important to learn educational needs of children with autism spectrum disorder by understanding their experiences. The approach to educating students with autism spectrum disorder, from the perspective of disability studies, should be to provide appropriate accommodations in school and social contexts that facilitate full participation.

Updating Korean Disability Weights for Causes of Disease: Adopting an Add-on Study Method

Dasom Im,Noor Afif Mahmudah,Seok-Jun Yoon,Young-Eun Kim,Don-Hyung Lee,Yeon-hee Kim,Yoon-Sun Jung,Minsu Ock The Korean Society for Preventive Medicine 2023 예방의학회지 Vol.56 No.4

Objectives: Disability weights require regular updates, as they are influenced by both diseases and societal perceptions. Consequently, it is necessary to develop an up-to-date list of the causes of diseases and establish a survey panel for estimating disability weights. Accordingly, this study was conducted to calculate, assess, modify, and validate disability weights suitable for Korea, accounting for its cultural and social characteristics. Methods: The 380 causes of disease used in the survey were derived from the 2019 Global Burden of Disease Collaborative Network and from 2019 and 2020 Korean studies on disability weights for causes of disease. Disability weights were reanalyzed by integrating the findings of an earlier survey on disability weights in Korea with those of the additional survey conducted in this study. The responses were transformed into paired comparisons and analyzed using probit regression analysis. Coefficients for the causes of disease were converted into predicted probabilities, and disability weights in 2 models (model 1 and 2) were rescaled using a normal distribution and the natural logarithm, respectively. Results: The mean values for the 380 causes of disease in models 1 and 2 were 0.488 and 0.369, respectively. Both models exhibited the same order of disability weights. The disability weights for the 300 causes of disease present in both the current and 2019 studies demonstrated a Pearson correlation coefficient of 0.994 (p=0.001 for both models). This study presents a detailed add-on approach for calculating disability weights. Conclusions: This method can be employed in other countries to obtain timely disability weight estimations.

장애학생을 위한 국내 사회과교육 연구 동향

박윤정,강은영,박남수 한국특수교육학회 2012 특수교육학연구 Vol.47 No.2

본 연구는 장애학생을 위한 국내 사회과교육 관련 연구 동향을 분석함으로써, 특수교육 분야에서의 사회과교육 연구의 현주소 및 양상을 파악하고, 장애학생을 위한 효과적인 사회과교육의 방안과 향후 연구 방향을 제시하고자 하였다. 이를 위해 2011년 12월까지 국내 특수 및 일반 교육 관련 학술지에 게재된 논문들 중 장애학생을 위한 사회과교육 관련 연구 33편을 최종 선정하여, 우선적으로 연구의 일반적인 경향을 분석한 다음, 연구방법과 연구주제를 고려한 (1) 이론적 기반 연구, (2) 인식 및 실태 조사연구, (3) 중재연구, (4) 프로그램 개발 연구, (5) 기타 연구의 범주별 분석을 통해 자세히 살펴보았다. 그 결과와 함께 다양한 장애영역에서의 활발한 연구의 필요, 사회과의 성격 및 목표 이해, 일반 및 기본 교육과정 고찰과 재구성, 교과 내용 관련 교사교육 및 교사 간 협력, 효과적인 사회과 근거기반교수 구축, 사회과 평가 방법 모색, 다양한 교수-학습 프로그램 및 교재 개발 등의 주요 쟁점사항을 논의하였다. Due to the increased involvement of students with disabilities in general education classrooms, special and general educators are incredibly interested in content-area learning for them given the documented problems they have in social studies and science classes. For all students including students with disabilities, social studies content-area learning has long-term implications for preparing them to fulfill critical roles in school and everyday life as well as contributes to society as more productive citizens. The purpose of this review is to examine the published research of social studies learning for students with disabilities and analyze current research trend for improving research and practice in the field of special education, particularly for social studies content-area learning. Based on the criteria for this review, a total of 33 studies were identified and analyzed by overall characteristics and topic categories of the literature. Results of the analyses reveal the following issues with regard to social studies learning for students with disabilities: clear goals and objectives of social studies learning, in-depth understanding of general and special education curriculum for social studies, teacher education for social studies content knowledge, collaboration between general and special education teachers to support their students in social studies classes, development of a variety of social studies learning materials, and establishment of evidence-based instructions with appropriate assessment procedures. Implications and areas in need of future research are discussed along with the primary findings.

자기서사 보충을 통한 장애공감 통합수업 사례 연구

박성미,김혜미 한국독서치료학회 2024 독서치료연구 Vol.16 No.2

본 연구의 목적은 서사물인 영상동화와 장애이야기 그림책을 활용하여 비장애아동의 장애공감 반경을 넓히는 데 있다. 이를 위하여 복합장애를 갖고 있는 장애아동Ⓐ와 비장애아동 20명이 함께 하는 통합반 프로그램 <무지개 교실>을 설계하여 학교 밖 공간인 도서관에서 진행하였다. 저학년 9명⋅고학년 11명을 매주 1회, 매회기 2시간, 총 4회 각각 운영하였다. 회기별 1차시 <장애이해 단계>에서는 장애아동Ⓐ의 장애 특성과 장애편의시설⋅장애편의도구를 이해하도록, 2차시 <장애공감단계>에서는 읽고 쓰는 <이어쓰기>, <다시쓰기>, <장애이야기 만들기/구연하기> 활동을 활용하였다. 장애인식개선 양상 판단을 위하여 사전⋅사후 조사로 장애인식 그림 검사, 형용사 척도, 활동 선호 척도 검사를 진행하였다. 이때 장애모델을 적용하여 장애공감의 반경이 확대되었는지를 분석하였다. 중재 후, 정성평가인 장애인식 그림검사와 장애이야기 만들기를 통한 장애공감의 변화는 유의미한 것으로 나타났다. 장애인식 그림에서 다수의 비장애 아동이 개별적 모델에서 사회적 모델로 변한 것을 발견하였는데, 이는 장애의 특성을 이해하고 부족했던 장애서사가 보충되었기에 가능했다. 타고난 공감의 초기 설정값이 낮다하더라도 공감의 학습과 훈련이 공감의 반경까지 확대하였다고 할 수 있다. 정량평가인 형용사 척도와 활동 선호 척도의 변화는 미미한 것으로 나타났는데, 이는 집단의 크기가 작고 실험집단의 부재로 결과를 분석하기엔 데이터가 부족했던 것으로 판단된다. 제한점은 있었지만, 부정적 인식의 변화가 쉽지 않은 만큼, 인생 초기에 갖는 장애에 대한 긍정적 인식의 중요성을 재확인하였다. 학교 밖 사회문화프로그램으로 장애인식 개선 프로그램의 확대와 장애통합으로 운영되는 다양한 프로그램의 기획을 기대해 본다. The purpose of this study is to expand non-disabled children's empathy for disabilities using narrative videos of fairy tales and picture books about disabilities. To this end, an integrated class program called <Rainbow Classroom> was designed for disabled children with multiple disabilitiesⒶ and 20 non-disabled children and was conducted in a library outside the school. It was conducted for nine lower- and 11 upper-grade students once a week, four times total, with each session lasting 2 hours. In the first session of each session, <Disability Understanding Stage>, students with disabilitiesⒶ are taught to understand disability characteristics, disability facilities, and disability convenience tools. In the second session, <Disability Empathy Stage>, reading and writing <Continuation>, <Rewriting>, and <Disability the Activity “Creating/Telling a Story”> were used. To determine the improvement in disability awareness, pre- and post-surveys were conducted using a disability awareness picture test, adjective scale, and activity preference scale test. At this time, the disability model was applied to analyze whether the radius of disability empathy had expanded. After the intervention, the changes in the adjective scale and activity preference scale, which were quantitative evaluations, were minimal; however, the changes in empathy for disabilities through the disability awareness picture test and creating disability stories, which were qualitative evaluations, were significant. In the disability awareness picture, it was discovered that many non-disabled children shifted from individual models to social models, and this was possible because they understood the characteristics of disability and supplemented the disability narrative that was lacking. Even if the initial setting’s value of innate empathy is low, it can be said that learning of and training on empathy has expanded its radius. Although there were limitations in the analysis of the results due to the small size of the group and the absence of an experimental group, the importance of positive perceptions early in life was reaffirmed as changing negative perceptions is not easy. We look forward to the expansion of disability awareness improvement programs in the form of social and cultural programs outside schools and the planning of various programs operated through disability integration.

장애학 관점을 통한 국내 통합교육 인식 연구 경향 고찰

강종구 ( Kang¸ Jong-gu ) 한국지적장애교육학회 2021 지적장애연구 Vol.23 No.3

This study attempted to review inclusive education perception discussing in domestic studies through the perspective of disability studies. The reviewed literature was analyzed by themes and variables, and the analysis result was as follow. First, inclusive education perception studies were classified by four themes(factors influencing inclusive education perception, perceptions on inclusive education, relations between inclusive education perception and other factors, influences of inclusive education perception), there were not many studies on the studies on surrounding environments influencing inclusive education perception or the studies on the influences of inclusive education perception. Second, the characteristics on inclusive education perception studies showed that articles in journals on special education were more published than those on general education, that studies on general education teachers were more conducted than special education teachers, and that survey studies were largely conducted among research methods. Based on this research result, I emphasize that more studies need to be conducted on the environment that can affect inclusive education and the influences of inclusive education perception. In addition, I emphasize that inclusive education perception studies need to be published more articles on general education journals, need to be more conducted on special classroom teachers, and need to be conducted through various research methods.

발달장애학생 부모교육 관련 중재 프로그램에 대한 최신 국내 실험연구 고찰

차재경 한국발달장애학회 2024 발달장애연구 Vol.28 No.3

본 연구는 발달장애학생 부모교육 관련 중재 프로그램에 대한 최신 국내 실험연구를 체계적으로 분석하여 고찰 하고, 이에 따른 연구결과를 바탕으로 향후 발달장애학생 부모교육 프로그램에 대한 개발 및 운영 관련 연구 방향 을 제시하는데 목적이 있다. 이를 위해 2014년부터 2024년 6월까지 국내 등재 학술지에 게재된 총 36편의 실험 연구를 분석대상으로 선정하였다. 분석은 크게 전반적인 특성(연도별 게재현황, 연구대상, 연구장소, 실험설계, 종속 변인)과 중재 프로그램 내용 및 교수방법 특성(중재 내용, 중재 전달방법, 중재 운영 형태, 중재자, 중재 회기/회기 당 시간) 두 가지로 구분하여 분석하였다. 연구결과, 첫째, 전반적인 특성 중 연도별 게재현황은 2024년 현재까지 꾸준히 연구되었고, 코로나19가 유행하던 2020년에서 2022년 사이에서도 중단되지 않고 연구가 실시되었다. 연 구대상은 발달장애학생과 어머니가 함께 참여한 연구가 가장 많이 나타났고, 아버지가 단독으로 연구에 참여한 수 는 매우 적었다. 연구장소는 대면장소인 가정과 사설센터가 가장 많았고 비대면에서 실시한 연구의 수는 많지 않 았다. 실험설계는 집단연구의 통제집단 사전-사후설계를 가장 많이 활용하였고, 종속변인은 발달장애학생 부모를 대상으로 한 양육태도 관련 변인이 가장 많았다. 둘째, 중재 프로그램 내용 및 교수방법 특성 중 중재 내용(독립변 인)은 발달장애학생과 부모가 함께 참여한 연구 중 의사소통, 행동, 사회성 관련 내용이 가장 많았고, 전달방법은 모든 분석대상 논문이 다양한 방법을 사용하였는데 설명식 강의, 피드백, 동영상 시청을 주로 사용한 반면, 코칭이 나 촉구를 사용한 연구의 수는 적었다. 또한 중재자는 1명인 경우가 2명인 경우보다 많았고, 그중 연구자가 중재 를 한 경우가 주를 이루었다. 중재 프로그램의 집단구성 형태는 발달장애학생과 부모를 대상으로 개별 중재와 소 집단(2-5명) 중재를 함께 적용한 연구가 가장 많았고, 중재회기 및 회기당 시간은 10회기-15회기 사이가 가장 많 았으며, 10회기 이하를 중재한 연구도 소수 있었다. 회기당 시간은 1시간에서 1시간 30분 사이를 실시한 연구가 많았고, 회기당 시간을 알 수 없는 경우도 많은 것으로 나타났다. 본 연구의 연구결과를 바탕으로 향후 발달장애 학생 부모교육 프로그램에 대한 개발 및 운영 관련 연구방향을 논의하였고 후속연구에 대한 제언을 하였다. The purpose of this study analyze and review the latest domestic experimental studies on intervention programs related to parent education for students with developmental disabilities, and based on the research results, suggested future research directions for the development and operation of parent education programs for students with developmental disabilities. To this end, a total of 36 experimental studies published in domestic journals registered from 2014 to June 2024 were selected as the analysis subjects. The analysis was largely divided into two categories: overall characteristics (annual publication status, research subjects, research sites, experimental designs, dependent variables) and characteristics of intervention program content and teaching methods (intervention content, intervention delivery method, intervention operation type, interventionist, intervention sessions/hours per session). As a result of the study, first, among the overall characteristics, annual publication status has been studied consistently up to 2024, and research was conducted without interruption even between 2020 and 2022, when COVID-19 was prevalent. Most of the research subjects were studies in which students with developmental disabilities and their mothers participated together, and the number of studies in which fathers participated was very small. The research sites were mostly home and private centers, which were face-to-face sites, and the number of studies conducted non-face-to-face was not large. The experimental design most utilized the pretest-posttest control design of group research. In addition, the dependent variables was the parenting attitude-related variable targeting parents of students with developmental disabilities. Second, among the characteristics of the intervention program content and teaching method, the intervention content(independent variables) was mostly related to communication, behavior, and sociality among studies in which students with developmental disabilities and their parents participated together, and the delivery method was used in various ways in all the analyzed papers, with explanatory lectures, feedback, and video viewing being the main methods, while the number of studies using coaching or prompting was small. In addition, there were more cases of one mediator than two, and among them, the researcher was the main mediator. The group composition form of the intervention program was the most common study that used individual and small group (2-5 people) mediation for students with developmental disabilities and their parents, and the number of intervention sessions and time per session was most often between 10 and 15 sessions, and there were also 6 studies that used less than 10 sessions. The duration of each session was from 1 hour to 1 hour and 30 minutes in many studies, and there were many cases where the duration of each session was unknown. Based on the research results of this study, the direction of research related to the development and operation of parent education programs for students with developmental disabilities was discussed and suggestions for follow-up research were made.