HOW TO SUPPORT STUDENTS WITH INTELLECTUAL DISABILITIES IN HIGHER EDUCATION IN SOUTH KOREA : THE CURRENT STATUS AND PERSPECTIVES

( Dong Young Chung ),( Young Seok Kim ) 대구대학교 한국특수교육문제연구소 2015 Asia-Pacific Journal of Intellectual Disabilities Vol.2 No.2

This study was to diagnose current status and suggest perspectives on higher education for students with disabilities through exploring experts` opinions. For this study, a total of 8 professors and university staff for supporting students with disabilities who have substantial research experience and practice on this topic, participated in focus group interviews. Results of analysis based on interviews presented 7 main topics and 20 subtopics for current higher education for students with disabilities and its prospect. 7 main topics include 1) special admission program for students with disabilities, 2) assistant system students with disabilities in university, 3) evaluation of welfare of students with disabilities in university, 4) decisions made by students with disabilities (delaying graduation and dropping out), 5) 3 major hardships of staff supporting students with disabilities, 6) expensive tuition, and 7) directions of higher education for students with disabilities. Main topics and subtopics were discussed as results of research. Based on these results, this study was made to suggest the requirements that need to be reflected in the field of higher education for students with disabilities and the direction of higher education for students with disabilities.

통합체육 내 비장애학생의 장애학생에 대한 상호협력 실제행동이 집단따돌림에 미치는 영향

박수경(Park, Soo-Gyung) 한국체육과학회 2014 한국체육과학회지 Vol.23 No.4

This study aims to examine the effects of students without disabilities" actual behavior of mutual cooperatio towards students with disabilities on bullying, and the results of it are as follows: first, students without disabilities" actual behavior of mutual cooperation towards students with disabilities had significantly negative influence on the bystander type among the subvariables of bullying. Second, students without disabilities" actual behavior of mutual cooperation towards students with disabilities showed significantly positive influence on the defender type among the subvariables of bullying. Third, students without disabilities" actual behavior of mutual cooperation towards students with disabilities indicted significantly negative influence on the sympathizer type among the subvariables of bullying. Fourth, students without disabilities" actual behavior of mutual cooperation towards students with disabilities did not have significant influence on the attacker type among the subvariables of bullying. Above results imply that students without disabilities" actual behavior of mutual cooperation towards students with disabilities can reduce the bystander and the sympathizer type, the negative subareas of bullying, and can defend students with disabilities suffering from bullying. Therefore, if students without disabilities" actual behavior of mutual cooperation towards students with disabilities is encouraged, it will reduce bullying on students with disabilities.

장애영재에 대한 영재교사와 특수교사의 인식 비교

김경은,이신동 한국발달장애학회 2014 발달장애연구 Vol.18 No.2

The purpose of this study was to provide basic data for successful educating gifted students with disabilities by investigating perception of teachers for gifted and special teachers as subjects of education in regards to gifted students with disabilities. The results of analyzing survey from 50 teachers at gifted education centers and gifted classes and 50 teachers at special schools and classes in Seoul, Gyeonggi Province, and Chungnam Province. The results are as follows. First, teachers for gifted and special teachers perceived dual exceptionality as an implicit element of gifted students with disabilities. Second, both of teacher groups perceived outstanding giftedness as a characteristic of gifted students with disabilities and social distress and alienation as a negative characteristic. Third, both groups of teachers perceived that gifted students with Autism and gifted students with Savant syndrome are the representative types of gifted students with disabilities. Fourth, both groups of teachers perceived that identification system of gifted students with disabilities should be provided and that observation and nomination by teachers is a proper identification method. Additionally, while the optimal time of screening for the gifted students with disabilities was lower graders of elementary school, it is perceived that lack of trained professionals and neglect of potentials of gifted students with disabilities are the problems of identification for gifted students with disabilities. Fifth, both perceived that individual educational program is necessary for gifted students with disabilities. Sixth, since they considered that education for gifted students with disabilities must be made under the close cooperation with gifted teachers and special teachers, increasement of social perception should be preceded to make education for gifted students with disabilities successful. Finally, although both teacher groups participated in training program of gifted students to understand exactly about implication and characteristic of gifted students with disabilities, special teachers preferred to training program offered by professions society, whereas gifted teachers preferred to join in training program offered by university. 본 연구는 영재교사와 특수교사를 대상으로 장애영재에 대한 인식을 조사하여 성공적인 장애영재 교육을 위한 기초 자료를 제공하고자 하였다. 서울, 경기, 충남 소재의 영재교육원 및 영재학급 교사 50명과 특수학교 및 특수학급 교사 50명을 대상으로 설문을 실시하여 분석한 결과는 다음과 같다. 첫째, 영재교사와 특수교사는 이중특수성을 장애영재의 주요한 정의 요소로 인식하였다. 둘째, 두 교사 집단은 공통적으로 탁월한 재능을 장애영재의 긍정적 특성으로 인식하고 사회적 불안 및 소외감을 부정적 특성으로 인식하였다. 셋째, 두 교사 집단은 자폐영재와 서번트 영재를 대표적인 장애영재 유형으로 인식하였다. 넷째, 두 교사 집단은 장애영재 판별의 필요성에 대해 인식하고 있으며, 교사관찰추천을 적합한 판별방법으로 인식하였다. 또한 최적의 장애영재 판별시기를 초등학교 저학년으로 보고 훈련받은 전문가의 부족과 장애영재의 잠재능력이 간과되는 것을 장애영재 판별의 문제점으로 인식하였다. 다섯째, 두 교사 집단은 장애영재를 위한 개별 교육프로그램이 제공되어야 한다고 하였다. 여섯째, 장애영재 교육은 영재교사와 특수교사의 긴밀한 협력 하에 이루어져야 한다고 보고 성공적인 장애영재교육을 위해서는 장애영재교육에 대한 사회적 인식증대가 우선적으로 선행되어야 한다고 하였다. 마지막으로 두 교사집단은 가능한 장애영재교육 연수에 참가하여 정확한 장애영재에 대한 정의 및 특성에 대해 알고 싶어 했으나, 특수교사는 전문학회 연수를 더 선호하고 영재교사는 대학개설 연수를 더 선호하였다.

다문화가정 장애학생의 교육 관련 문헌분석

윤형준 중앙대학교 문화콘텐츠기술연구원 2020 다문화콘텐츠연구 Vol.0 No.34

In order to examine the trends of research related to the education of students with disabilities from multicultural families, 13 studies published in domestic degrees and academic journals are quantitatively analyzed according to four variables: research year, research participant, research method, and categorization title. In addition, it was analyzed according to two content characteristics: the experience and perception of the education of disabled students from multicultural families and the educational support and direction of the disabled students from multicultural families. First, looking at the general study of education-related studies of students with disabilities from multicultural families, a total of 13 papers are published every year except for 2010, 2016, and 2018. You can see that it is being done. By study participant, there were 8 studies targeting parents, with 3 studies targeting teachers, and 2 studies targeting students with disabilities. By research method, qualitative studies were the most with 8 articles, and literature studies were 4 articles. By research subject, there were 8 studies on topics related to parents' experiences and perceptions on education of students with disabilities from multicultural families, with 3 studies related to the educational approach and experience of teachers, and education of students with disabilities from multicultural families. There were two studies on the overall support involved. Second, as a result of analyzing the content characteristics of the research related to the education of students with disabilities from multicultural families, foreign mothers are experiencing the limitations of the socio-economic background that they experience because they are multicultural families. They experienced difficulties in communication and teachers' low perception of multicultural students with disabilities. In terms of the educational needs and support of students with disabilities from multicultural families, it was found that parental education was first necessary for the education of children with disabilities. In order to expand the program and educate students with disabilities from multicultural families, the need for professional manpower at the level of local education offices was demanded. The purpose of this study is to present the direction and implications of future research related to education of multicultural families by analyzing the papers related to education of students with disabilities from multicultural families in Korea. Implications for demand and support were explored, and the direction of follow-up research was presented. 본 연구는 다문화가정 장애학생의 교육과 관련된 연구의 동향을 살펴보기 위해, 국내 학위 및 학술지에 게재된 연구 13편을 연구수행연도, 연구참여자, 연구방법, 범주화 제목 등 4가지 변인에 따라 양적으로 분석하였으며, 이와 함께 다문화가정 장애학생의 교육에 대한 경험과 인식과 다문화가정 장애학생의 교육적 지원과 방향의 두 가지 내용적 특성에 따라 분석하였다. 첫째, 다문화가정 장애학생의 교육관련 연구를 개괄적으로 살펴보면, 총 13편이 논문 중에서 2010년, 2016년, 2018년을 제외하고 매년 1~2편의 논문이 게재되어 많은 양의 편수는 아니지만, 꾸준히 연구가 이루어지고 있음을 알 수 있다. 연구참여자 별로 살펴보면 부모를 대상으로 한 연구가 8편으로 가장 많았으며, 교사를 대상으로 한 연구가 3편, 장애학생을 대상으로 한 연구가 2편이었다. 연구방법 별로 살펴보면, 질적연구가 8편으로 가장 많았으며, 문헌연구가 4편으로 나타났다. 연구주제별로는 다문화가정 장애학생의 교육에 대한 부모의 경험과 인식과 관련된 주제의 연구가 8편으로 가장 많았으며, 교사의 교육적 접근과 경험과 관련된 연구가 3편, 다문화가정 장애학생의 교육과 관련된 전반적인 지원에 대한 연구가 2편이었다. 둘째, 다문화가정 장애학생의 교육과 관련된 연구의 내용적 특성들을 분석한 결과, 다문화가정 장애학생의 교육과 관련하여 외국인 어머니들은 다문화가정이기에 겪게 되는 사회・경제적 배경의 한계를 경험하고 있었으며, 이와 함께 의사소통의 어려움, 다문화 장애학생의 대한 교사의 낮은 인식 등을 경험하고 있었다. 다문화가정 장애학생의 교육적 요구와 지원에서는 장애자녀의 교육을 위해 먼저 부모 대상의 교육이 필요한 것으로 나타났으며, 이와 함께 다문화가정 장애학생을 위한 경제적인 지원의 확대와 교육과 돌봄을 위한 기관과 교육프로그램의 확대, 그리고 다문화가정 장애학생의 교육을 위해 지역교육청 차원의 전문인력이 필요함을 요구하였다. 본 연구는 국내에서 이루어진 다문화가정 장애학생의 교육과 관련 논문을 분석함으로써, 향후 이들의 교육과 관련된 연구의 방향과 시사점을 제시하는 것을 목적으로 하였으며, 연구 결과를 바탕으로 다문화가정 장애학생의 교육 관련 요구와 지원을 위한 시사점을 탐색하고 후속연구의 방향성을 제시하였다. 논문투고일: 2020.07.29 논문심사일: 2020.08.17 게재확정일: 2020.08.22

지체장애학교 학생의 신체적 자아개념 분석

정재권 ( Jae Kweon Chung ) 대구대학교 한국특수교육문제연구소 2010 특수교육저널 : 이론과 실천 Vol.11 No.4

In order to observe the physical self concept of students with physical disabilities this research was carried out on 258 students from four schools for with physical disabilities all over the nation. Physical self concept questionnaires was used as instruments for measuring and significant difference was looked into by using the average and standard deviation by gender, school group, disability types, and disability grade and then undertaking T-verification. The major results are as followings; First, The distinctive feature of physical self concept of students with physical disabilities by gender is that male students in physical self concept is higher than female students. Second, The distinctive feature of physical self concept of students with physical disabilities by school group is that middle and high school students in physical self concept is higher than elementary school students in terms of sport self-confidence and regular exercise. Third, The distinctive feature of physical self concept of students with physical disabilities by disability types is that cerebral palsy handicapped students in physical self concept is higher than students with physical disabilities in terms of muscular strength, sport self-confidence, and endurance; students with physical disabilities is higher than cerebral palsy handicapped students in terms of body fat. Fourth. The distinctive feature of physical self perception of students with physical disabilities by disability grade is that the milder disability is, the higher physical self perception is in terms of muscular strength, sport self-confidence, and endurance; the more serious disability is, the higher physical self perception is in terms of body fat. II’d like to make several suggestions based on the conclusion of this research. First, The feature of physical self perception of students with physical disabilities was analyzed by variables and the study regarding correlation analysis by low domain of self perception is also required.

장애영재교육에 대한 교사의 인식

구신실 ( Sin Sil Gu ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.3

The purpose of this study was to examme teachers`` perceptions on educating gifted students with disabilities. For this purpose, a questionnaire survey was carried out about the education of gifted students with disabilities. The participants in this study were 142 teachers in the 7 schools of P City. According to the purpose of this study, the results were as follows. First, the most common response was that all of the teachers do not know regardless of the type of qualification about the Gifted and Talented Education Promotion Act, and it was not a big difference between ``the teachers know`` or ``are familiar with it``. General teachers were more than special education teachers do not know about gifted students with disabilities. There was a difference among their recognition. And the most need was recognized education of gifted students with disabilities regardless of the type of qualification. Second, the awareness on the incidence of gifted students with disabilities was most responding to 1-5% regardless of the type of qualification. And the most common response for all the teachers and special education teachers had not been carried out well on the status of implementation for the education of gifted students with disabilities. But the most common response for general teachers do not know about the incidence. Third, the time of screening for the gifted students with disabilities was in order of the comments as follows elementary, early childhood, middle schools regardless of the type of qualification. And the time of education for the gifted students with disabilities was elementary for all and general teachers, elementary, early childhood for special teachers. Also the most common response should be differences with the education of gifted students with disabilities and the education of gifted students. And the most common response the education of gifted students with disabilities had to responsible outside experts. Fourth, the opinion that related training would receive were more the all and special teachers than the general teachers. The reason the training would received was the most common response for interest and understanding about the gifted students with disabilities regardless of the type of qualification. And the reason the training would not received was the most common response for the difficulty of conducting field regardless of the type of qualification. Fifth, the development plan for education of gifted students with disabilities was in order of the comments as follows interest and understanding, policy, budget support for all and general teachers. But the development plan for education of gifted students with disabilities was in order of the comments as follows interest and understanding, development of procedures for determining for special teachers.

Effect of Participation in an Inclusive Physical Education Class of Students Without Disabilities on Their Acceptance Attitude and Interpersonal Orientation Toward Students with Disabilities

( So Hee Park ),( Dae Kyung Kim ),( Hyun Su Lee ),( Lisa Silliman-french ),( Kyung Jin Kim ) 한국체육학회 2016 국제스포츠과학 학술대회 Vol.2016 No.1

Purpose: The purpose of this study was to examine the effect of participation in an inclusive physical education class of students without disabilities on their acceptance attitude and interpersonal orientation toward students with disabilities. Method: Four hundred and ninety nine students without disabilities (249 males and 250 females) who participated in an inclusive physical education class in a middle school or high school in South Korea were recruited. Specifically, there were 82 first year students of middle school (16.4%), 87 second year students of middle school (17.4%), 89 third year students of middle school (17.8%), 84 first year students of high school (16.8%), 81 second year students of high school (16.2%), and 76 third year students of high school (15.2%). The attitudinal Scale (Ahn, 2002) and interpersonal relationship Scale (Seo, 1995) were revised and reconstructed based on the purpose of this study. Exploratory factor analysis, confidence verification, simple regression, and multiple regression were performed to analyze the data using SPSS 23.0. Result: First, the acceptance attitude of students without disabilities was significantly affected by participation in an inclusive physical education class (β= .63, p<.001). Specifically, the lower factors [e.g., relationship (β= .58, p<.001), school life (β= .50, p<.001), learning (β= .51, p<.001)] of acceptance attitude of students without disabilities were significantly affected by the participation in an inclusive physical education class. Second, interpersonal orientation of students without disabilities was significantly affected by participation in an inclusive physical education class (β= .29, p<.001). Specifically, the lower factors [e.g., egocentric (β= .26, p<.001), allocentric (β= .10, p<.05), prescriptive tendency (β= .26, p<.001) of interpersonal orientation of students without disabilities were significantly affected by the participation in an inclusive physical education class. Conclusion: Based on the results, the acceptance attitude of disabilities and interpersonal orientation of students without disabilities were significantly affected by participation in an inclusive physical education class. Thus, physical education teachers should develop a variety of physical education programs in an inclusive physical education classes.

학교폭력 예방 UCC 제작 동아리 활동이 중학교 비장애학생의 학교폭력태도와 장애학생 수용태도 및 장애학생의 사회성 기술과 자기표현력에 미치는 영향

권내영,이숙향 한국정서행동장애학회 2020 정서ㆍ행동장애연구 Vol.36 No.3

The purpose of this study was to investigate the effects of the school violence prevention UCC club activity on attitudes toward school violence and disability in students without disabilities and social skills and self-expression of students with disabilities. This study was conducted in G middle school in Seoul, and 12 students without disabilities and 2 students with disabilities participated in the UCC making club activity after school, which consists of 13 sessions. Six additional sessions were provided for students with disabilities. In order to investigate the effect of the intervention on students’ attitude towards school violence and students with disabilities, the difference between before and after the program was analyzed using the corresponding sample t-test. Also, changes in social skills and self-expression of the students with disabilities were examined by using the social skills test and self-expression behavior checklist. The results were as follows: The school violence score of middle school students without disabilities was lower than that of the pre-test, but this difference was not statistically significant. On the other hand, the disability acceptance score of middle school students without disabilities was higher than that of the pre-test, and this difference was statistically significant. Moreover, the social skills score of middle school students with disabilities showed a positive change, which is better than that of the pre–test. Of the two middle school students with disabilities, one student’s self-expressive ability score improved, but no change was observed in the other one. Based on the findings, discussion and implication for future study were provided along with the limitations in this study. 본 연구는 학교폭력 예방을 주제로 UCC를 제작하는 비장애학생과 장애학생의 통합 동아리 활동을 통해 비장애학생의 학교폭력태도와 장애학생의 수용태도, 장애학생의 사회성 기술과 자기표현력에 미치는 영향을 알아보았다. 본 연구의 참여자는 서울시 G중학교 비장애학생 12명과 장애학생 2명 총 14명이었다. 방과 후에 총 13회기로 구성된 학교폭력 예방 UCC 제작 동아리 활동을 진행하였고, 장애학생들에게는 별도로 6회기의 활동을 추가 제공하였다. 학교폭력 예방 제작 동아리 프로그램 활동이 중학교 비장애 학생의 학교폭력태도와 장애학생 수용태도 변화에 영향을 주는지 알아보기 위하여 프로그램 전과 후의 사전 사후 검사의 차이를 대응표본 t검증을 이용하여 분석하였으며 프로그램에 따른 중학교 장애학생의 사회성 기술과 자기표현력에서의 변화는 교사보고형 사회성 기술 검사와 자기표현행동 체크리스트를 통해 살펴보았다. 동아리 활동 종료 후 중재 전후에 연구참여자들의 변화를 분석한 결과, 비장애중학생의 학교폭력태도 점수는 통계적으로 유의하지는 않았지만, 장애수용태도는 유의하게 증가한 것으로 나타났다. 또한, 실험집단 장애중학생의 사회성 기술 점수에서는 긍정적인 변화를 나타냈고 자기표현력 점수에서는 2명 중 1명은 긍정적인 변화를, 다른 1명은 변화가 없었다. 연구결과를 토대로 본 연구결과에 대한 논의, 제한점 및 후속연구를 위한 제언을 제시하였다.

일반학생이 지각한 장애 중학생의 학교적응력과 태도와의 관계

정옥연 ( Ok Yeon Jung ),박재국 ( Jae Kook Park ),김은라 ( Eun Ra Kim ) 대구대학교 한국특수교육문제연구소 2014 특수교육저널 : 이론과 실천 Vol.15 No.3

The purposes of this study were to examine the school adaptation of middle school students with disabilities and the attitudes of middle school students without disabilities in the scenes of inclusive education. Also its purpose was to investigate relations between school adaptation of students with disabilities and attitudes of students without disabilities. To these ends, 287 middle school students without disabilities completed questionnaires, and the research findings were as follows. First, the school adaptation of middle school students with disabilities was in the average level, and their relationships with friends and teachers were low along with their participation in lessons. Second, the attitudes of common students toward students with disabilities tended to be neutral with their behavioral and cognitive attitudes scoring low points. Finally, there were positive correlations between the school adaptation of middle school students with disabilities and the attitudes of common students. There were especially close correlations between the school adaptation of middle school students with disabilities and the cognitive and behavioral attitudes of common students. Based on these results, it will be possible to facilitate the school adaptation of students with disabilities and achieve the given goal of inclusive education by improving positive attitudes of non-disabled students.

‘장애대학생’ 및 ‘장애학생과 비장애학생이 다니는 대학’에 관한 비장애대학생들의 메타포(metaphor) 분석

서보순(Seo, Bosoon),김자경(Kim, Jakyoung),신혜정(Shin, Heajeong) 이화여자대학교 특수교육연구소 2014 특수교육 Vol.13 No.3

본 연구는 ‘장애대학생’ 그리고 ‘장애학생과 비장애학생이 다니는 대학’에 관한 메타포를 분석함으로써 이에 관한 비장애대학생들의 주관적 인식을 살펴보고, 고등교육에서의 의미 있는 통합교육을 위한 기초자료를 마련하고자 하였다. 이를 위해 B시 소재 5개 대학에 재학 중인 비장애대학생 289명이 제시한 은유적 표현을 반복적으로 읽고, 주제별로 범주화하였다. 그 결과 첫째, 장애대학생에 관한 메타포는 ‘다름없는 학우’, ‘잠재력의 소유자’, ‘일깨우는 존재’, ‘도움의 대상’, ‘어울리기 힘든 존재’, ‘역경 감내자’의 6가지 주제로 범주화되었다. 둘째, 장애대학생에 대한 메타포는 비장애대학생의 학령기 통합교육 경험 여부와 학과 내 장애학생 유무에 따라 다른 것으로 나타났다. 셋째, ‘장애학생과 비장애학생이 다니는 대학에 대한 메타포는 ‘공존과 어울림’, ‘다름없는 대학’, ‘배려와 도움이 오가는 곳’, ‘동떨어진 공간’, ‘배움의 장’의 5가지 주제로 범주화되었다, 넷째, ‘장애학생과 비장애학생이 다니는 대학에 대한 메타포는 비장애대학생의 학과 내 장애학생 유무에 따라 달리 나타났다. 본 연구를 통해 비장애대학생들의 장애대학생 및 통합교육기관에 대한 다양한 차원의 인식을 검출해내었으며, 이를 기초로 대학에서의 통합교육을 위한 시사점을 논의하였다. The purpose of this study was to examine awareness of college students towards ‘students with disabilities’ and ‘college for students with disabilities and students without disabilities’ through metaphors analysis and find a way to vitalize inclusion in college. Data was collected from 289 participants who are in five colleges in ‘B’ metropolitan city and this was used for the final data analysis. We reviewed results, and sorted out by similar meanings based on the concepts and titled with the identifiable themes. After reviewing participants’ responses repetitively, metaphors concerning college students with disabilities were conceptually categorized into six themes: (1) General student; (2) Student has growth potential; (3) Enlightener; (4) Person with needs; (5) Person who does not belong; (6) Person who faces adversity. Metaphors concerning students with disabilities differed from whether non-disabled students have inclusive education experiences and whether peer with disabilities is in same department. In addition, metaphors concerning college for students with disabilities and students without disabilities were conceptually categorized into five themes: (1) Coexistence with peers; (2) General college; (3) Considerate each other; (4) Remote place; (5) Place of learning. Metaphors concerning college for students with disabilities and students without disabilities differed from whether non-disabled students have peer with disabilities in same department. In this study, a variety of perceptions of college students with disabilities and were found out and inclusive setting as well. On a basis of the results, ways how to establish the foundation of inclusion in college were discussed.