• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.793-805
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• 2021

The purpose of this study was to identify changes and differences in perceptions of disabilities, attitudes toward inclusive education, and teacher efficacy in Early childhood pre-service teachers through capstone design-based disability teaching material production classes. The study participants were 50 third-year child care majoring students (25 experimental group, 25 comparison group) who participated in capstone design class for one semester in 2020 at 3-year K university. Looking at the results of the study, the experimental group, which produced teaching materials for the disabilities, showed significant changes in disability awareness, attitude toward inclusive education, and teacher efficacy than the comparative group. there was a positive change in the perception of disability due to an increase in the overall understanding and knowledge of the disabilities. It is judged that these positive changes in the perception of people with disabilities gave positive changes to the attitude toward inclusive education and teachers' efficacy. This positive change of early childhood pre-service teachers will serve as an opportunity to improve the quality of teaching behavior and various roles of teachers when interacting with children with disabilities in the inclusive education field.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.4
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• pp.169-179
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• 2016

This study was to investigate special education teachers' teaching in reading and writing to university students with intellectual disabilities. For this study, we surveyed 71special education teachers who work in Gwangju, Daegu and Busan. As a result, in order to identify students' reading and writing abilities, they were more likely to use their own tests which they made for themselves than standardized tests. When teaching students, they used their own teaching experiences and advices from colleagues and senior teachers regarding problem-solving methods and reliable information while the knowledge they learned at school showed low frequency in use. Despite using mainly whole-word approach when instructing reading and writing, it appeared that teachers' teaching experiences and diversity of textbooks also have an influence. Regarding needs of education participation for teaching students, there were high needs and interests in teaching methods of writing, textbooks and teaching materials by the characteristics of disability, reading and writing development, reading and writing disabilities. In case of difficulties and needs in teaching students, there was a high demand of development of a wide variety of teaching materials and tools and, preparation for sufficient textbooks and test tools, while difficulties in teaching appeared in lack of knowledge about reading and writing, lack of screening/evaluating tools, and evaluating and teaching oriented to each disability characteristic.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.291-301
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• 2023

The purpose of this study is to examine the perception of early childhood teachers on ecological art activities oriented to education for sustainable development. The research results are as follows. First, Early childhood teachers recognized the visual art of natural media, the pursuit of community values, and the participation and communication of social members as educational significance of ecological art activities. And difficulties in practicing ecological art were recognized as lack of educational environment, lack of ecological art teaching materials and specific examples, and teachers' lack of understanding of ecological art. Also, they recognized that ecological art activities foster core competencies in art experience area, such as nature-friendly communication skills, eco-friendly sensibility, and creative convergence skills. Second, regarding ecological art activities and sustainable development education, early childhood teachers considered the difficulties in practice as lack of awareness about sustainable development, lack of play meia and materials, lack of educational policies and support, and insufficient teacher training programs. Also, regarding the SDGs that can be practiced in ecological art activities, teachers were found to be highly aware of 'grow affordable and clean energy', 'improve clean water and sanitation', 'provide quality education' in the order. In the contents of education for sustainable development that can be practiced in ecological art activities, teachers are given the order of 'climate change response', 'clean energy', 'water and sanitation', 'quality education', 'health and well-being' and 'marine ecosystem'. was highly recognized. If an ecological art activity program is developed, the rate of responding that it will be used is high, so it is considered that the development of an ESD-oriented ecological art activity program is urgent.

• The Journal of the Korea Contents Association
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• v.13 no.3
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• pp.444-455
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• 2013

The purpose of this study is to explore the selection attributes for parents of children with language disability when choosing a clinic. The data collection was carried out in 3 steps: the preliminary survey, first open survey and second survey in AHP(Analytic Hierarchy Process). The subjects of were 252 in total. The results were as follows: First, The order of priority attributes in superior categories for parents of children with language disability when selecting a clinic were 'therapist-related attributes', 'program-related attributes' and 'physical-related attributes' in turn. The top 5 priority attributes in subcategories were 'therapist's academic background and major', 'ability to make a rapport', 'clinical experience and qualification of therapist', 'kindness and confidence' and 'counseling program for parents'. Second, The parents of preschoolers age 6 and younger chose 'clinical experience and qualification of therapist', 'counseling program for parents' and 'learning materials' for the most priority attributes, whereas the parents of students age from 7 to 12, considered 'therapist's academic background and major', 'clinical fee' and 'distance transport parking' more importantly to select a clinic. The results of this study provided preliminary data for successful planning of speech and language therapy.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.201-207
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• 2024

In this study, we investigated the current status of written discourse mediation in a more general and in-depth manner, including the training completion experience and knowledge of written discourse mediation among Speech-Language Pathologists in Korea, and the Speech-Language Pathologists' perceptions of written discourse mediation. We wanted to look into the requirements. Research results were derived through a questionnaire answered by 110 Speech-Language Pathologists. As a result, although most Speech-Language Pathologists learned about written discourse intervention in the curriculum, their application of written discourse intervention in clinical settings is insufficient and they have difficulty with written discourse intervention due to lack of systematic and professional knowledge of this intervention. I could tell that I was feeling it. Looking at the status of written discourse intervention, only 46.4% of the Speech-Language Pathologists who responded in clinical settings showed that they had experience with written discourse intervention. In other words, it was analyzed that 53.6% of respondents had no experience with writing discourse mediation. As a result of Speech-Language Pathologists' perception and demand for written discourse intervention, 76.4% of SpeechLanguage Pathologists responded that they thought written discourse intervention was an important area of speech therapy. In addition, 62.8% of respondents responded that a curriculum for discourse mediation is necessary, more than 90% said that continuous research on written discourse mediation is necessary, and 89.1% thought that the development of textbooks and teaching aids was necessary.This study is significant in that it investigated the experiences and perceptions of Speech-Language Pathologists in written discourse intervention and analyzed the results in that it provided direction on how education and various processes related to written discourse intervention should be conducted.