• Korean Journal of Child Education & Care
• /
• v.18 no.4
• /
• pp.247-265
• /
• 2018

Objective: The purpose of this study was to investigate the effect of teacher support program for integration of handicapped children on teaching efficacy of daycare center teachers. Methods: In the study, 12 day care teachers in 4 day care centers in Seoul and Gyeonggi area were selected as experimental groups and 12 teachers in 5 day care centers were selected as control group. Teacher education is carried out through group education, such as understanding of developmental area, curriculum modification, activity-based embedded intervention, cooperative learning, direct teaching, disability understanding education, behavior support, family support. Individual teacher education provided counseling on the reality of child care for children with disabilities that reflects the needs of teachers for integrated child care for handicapped children. Teacher's Efficacy in Inclusive Practices (TEIP) was used as a pre post test to measure teacher's efficacy change. In order to analyze the results of the study, two independent sample t tests were conducted on the difference between pre-post test of teacher efficacy between the two groups. Results: As a result, There was a significant difference in the pre-post change of teacher efficacy between the two groups. Conclusion/Implications: The results of this study are as follows, teacher support program provided immediate feedback in integrated child daycare center for the handicapped children, child care teachers improved their integrated handicapped children care expertise, provided responsive teacher support program to the actual needs of the site, teacher support program reflected various variables related to integration, and emphasized the cooperative relationship between researcher and child daycare center teacher. The results of this study can be used as actual data of field where lack of support for the integration of handicapped children is lacking.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2006.04a
• /
• pp.39-43
• /
• 2006

일본에서는 영재아를 위한 특별교육에 약간을 제외하고는 충분한 관심을 갖지 못해 왔다. 왜냐하면, 전후 일본의 교육시스템의 여러 특징들 중 하나가 지나친 평등주의였기 때문에 교육의 장에서는 물론이고 교사와 부모에게서도 그러한 교육은 때때로 무시되어졌다. 다른 이유는 학교에서의 주입식 교육 때문인데 이것은 도쿄대학이나 쿄토대학과 같은 유명한 대학에 입학하기 위한 시험의 합격을 위해서 고등학교 과정에서 꼭 필요한 것이었다. 그러나, 1997년에 영재아를 위한 특별교육의 약간의 시도가 시작되었다. 교육부는 "1년을 뛰어넘어 대학에 들어가는 것"을 인정했다. 이 논문에서는, 다음의 세 가지 주제들이 논의될 것이다. 1. 17살 고등학생들의 시바대학 입학등록 2. 일본 수학 올림피아드 협회에 의해 실행되어진 여름 세미나 3. 교육부에 의해 설립된 특수 과학 고등학교(Super Science High school) 프로그램.

• 한국체육학회지인문사회과학편
• /
• v.54 no.2
• /
• pp.421-430
• /
• 2015

The purpose of this study was to investigate the effects of Adapted Physical Education Majors' perceived teacher competencies on the emotion reaction towards challenging behaviors of students with disabilities. In order to achieve the object of the study, the data collected from 413 sophomores, juniors, and seniors currently studying adapted physical education in schools located in Seoul, Gyeonggi, Gyeongnam, and Gyeongbuk, where they offer department of adapted physical education, was analyzed. As a measuring tool, Kwon (2008) and Han (2011) questionnaire for adapted physical education educators' perceived teacher competency and Oh, Seo & Kozub's (2010) questionnaire on the emotion reaction towards challenging behaviors of students with disabilities were revised, modified, and reconstructed. Data was processed using SPSS 21.0, and the exploratory factor analysis, reliability verification, difference verification, and multiple regression analysis were performed. The results are as follows. First, in terms of the analysis of emotion reaction based on demographic characteristics (sex, grade, disability in the family, friends with disabilities), sex, grade, and friends with disabilities displayed statistically significant difference on emotion reactions. Second, in terms of the effects of adapted physical education educators' perceived teacher competencies on the emotion reactions on towards challenging behaviors of students with disabilities, the parental education and the special activities of adapted physical education among the sub-factors of perceived teacher competencies affected significantly on emotion reactions, whereas the common knowledge on adapted physical education, curriculum lesson, and education knowledge by disability did not affect significantly on emotion reactions.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2010.07a
• /
• pp.453-456
• /
• 2010

이 연구는 완전통합교육을 효과적으로 지원하기 위한 전자멘토링 시스템을 구축 및 사용성을 평가하는데 목적이 있다. 시스템 설계를 위하여 현재 운영되고 있는 국내 외 시스템과 연구들을 분석한 후, 완전통합교육 지원에 적절한 전자멘토링 수행모형을 도출했다. 특히, 설계와 구현에 있어서는 온라인의 수평적 멘토링 구현과 다양한 멘토링 형태의 지원, 상호보완적 관계형성, 그리고 활동에 대한 피드백 제공 등에 역점을 두고 시스템을 구축했다. 개발된 전자멘토링 시스템의 사용성 평가를 위해 운영자 2명, 멘토 5명, 멘티 5명을 선정한 후, '멘토링 지원(인지적 지원, 정서적 지원, 적용가능성)'과 '기술 지원(편의성, 정확성, 심미성)' 등 2가지 영역, 총 10개의 문항을 통해 심층면담을 실시했다. 통합학급 담당교사와 특수학급 담당교사의 사용성 평가 결과, 완전통합교육 지원을 위해 개발된 전자멘토링 시스템은 모든 영역에 걸쳐 상당히 효과적인 것으로 판단할 수 있었다. 향후에는 이 연구결과를 바탕으로 현장에서 장기간 지속적인 적용을 통해 개발된 전자멘토링 시스템의 실질적 효과성을 검증해 보는 연구가 요청된다.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2005.05a
• /
• pp.997-1000
• /
• 2005

정보화 시대를 맞이하여 교육의 중요성이 커지면서 교사의 주 업무인 교과 업무 외에 다른 업무가 증가하고 있다. 그 중 하나인 학생 상담은 과거의 가정방문 기간까지 사라져 교사들이 큰 어려움을 느끼는 것 중 하나이며, 학생의 학교 상담에 대한 신뢰도와 참여율이 낮아서 신뢰도와 참여율을 높이는 방안이 요구되고 있다. 기존에 연구 되던 상담시스템의 개발은 거의 모든 부분이 진학이나 진로 상담 위주로 개발되어 왔으며, 정작 중요한 학생의 생활 상담에 대한 연구는 제대로 이루어지지 않은 실정이다. 본 연구는 시간과 여건의 부족으로 학생에 대하여 문제아 학생이나 특수 학생의 상담위주로만 행해지던 생활 상담의 혜택을 일반 학생들에게도 줄 수 있고, 교사의 시간적인 효율성을 높이며 학생의 상담에 대한 부담감등의 해소와 학생에 다양한 정보 활용 등 상담 도우미 시스템의 요구사항, 설계 및 구현에 대하여 논한다.

• Journal of Digital Convergence
• /
• v.12 no.10
• /
• pp.485-491
• /
• 2014

The aim of this study is to suggest development guidelines of educational smart application for the students with development disability based on Universal Design for Learning(UDL). The basic guideline set were organized by analyzing UDL studies on different media. The totally 35 preliminary guidelines which consist of 14 items of contents presentation, 12 items of education strategy and 9 items of education engagement were settled through review of smart contents expert developer and professors in special education. Based on the preliminary guideline, a survey was conducted to determine effective guidelines among end users which consist of the teachers who educate students with disability, parents with disabled children and professors in special education major. 3 categories and 20 guidelines are presented by analyzing survey result through excluding items whose importance factor were lower than average of importance.

• Journal of Convergence for Information Technology
• /
• v.11 no.2
• /
• pp.219-228
• /
• 2021

The purpose of this study was to examine the experiences of participation in the educational community through cooperative relationships between early childhood teachers and researchers in early childhood mathematics education using storytelling, and to find out the meaning of those experiences. Reputable researchers began with the formation of the educational community on March 14, 2016, and continued until July 26, 2016, and collected transcripts of discussions of educational community meetings, reflective journal data of teachers and researchers, and transcript of individual interviews by teachers. As a result of the study, first, the experience of participating in the educational community in early childhood mathematics education using storytelling shared personal mathematics experiences and mathematical situations, understood and learned mathematics content knowledge through sharing, and communicated through the educational community. Second, looking at the meaning of the experience of participating in the early childhood mathematics education educational community using storytelling, learn together through mathematical errors and learn the direction of better instruction through sharing. Grown up as a teacher who enjoys the mathematics exploration process, and promoted joint practice through cooperation in early childhood mathematics education using storytelling.

• Journal of Practical Engineering Education
• /
• v.14 no.2
• /
• pp.447-457
• /
• 2022

The purpose of this study was to understand the parents' perceptions of the distance learning provided to students with disabilities and to explore the demands for educational support. A survey was conducted on a total of 2,392 parents of school-age children with disabilities. The survey questions were largely divided into the learning support to prevent educational gap, support for behavioral and psychological difficulties, and care support for educational welfare. As a result of the study, it was found that face-to-face education in schools was the most important to prevent the educational gap between students with disabilities, and counseling on distance learning methods and strategies suitable for the characteristics of the disabled in connection with the Special Education Support Center was the most necessary. As a learning support method for distance learning for students with disabilities, there was a high demand for individual learning support through preparatory special education teachers, and it was necessary to secure enough learning aids and assistive technology devices to be used appropriately when needed. In addition, psychological counseling and educational support for students with disabilities were requested, and there were demands for development of care programs suitable for the characteristics of the disabled and assignment of dedicated personnel. Based on the results of this study, this study suggested implications for students with disabilities to bridge the learning gap and provide educational support due to distance learning.

• Journal of the Korean earth science society
• /
• v.24 no.4
• /
• pp.235-249
• /
• 2003

The purpose of this study is to analyze and evaluate the nature, role and development of pedagogical content knowledge in science teaching. Two research questions were considered: 1) What are the nature and the components of the pedagogical content knowledge in science teaching? 2) What is the value of pedagogical content knowledge and are there any routes and paths to developing pedagogical content knowledge for science teachers? In order to answer these questions instead of analyzing empirical data, former research literatures are reviewed. The results indicate that science pedagogical content knowledge is a special amalgam of science content knowledge and science method knowledge in a special context of science teaching that is uniquely the province of teacher based on their own special form of professional understanding. As a part of one's own distinctive bodies of knowledge, science teachers' pedagogical content knowledge is an important basis for professional development and competent teachers. It is knowledge of how to teach specific content in specific contexts, also it depends on each teachers' distinctive knowledge structure. Pedagogical content knowledge for science teaching is composed of five components: orientations toward science teaching, knowledge and beliefs about science curriculum, knowledge and beliefs about students' understanding of specific topics, knowledge and beliefs about assessment for teaching science, knowledge and beliefs about instructional strategies for teaching science. The development of science pedagogical content knowledge does not start until teachers have acquired a deeply principled conceptual knowledge of content, also it is promoted by the constant use of subject matter knowledge in teaching situations.

• Journal of The Korea Institute of Healthcare Architecture
• /
• v.15 no.2
• /
• pp.51-58
• /
• 2009

These days the trend of special education is changing from special school-based education to special class room based education, and from separated education to integrated education. In accordance with this change, special classes should be planned for multi purposes so that the class room can be used for the place of teaching and learning, guidance, job education. This research surveyed the special teachers working for 937 schools which have special classes(elementary 631, middle 217 high school 89). The result of this survey shows the different responses according to the level of the schools. For education activities, elementary and middle schools put emphasis on curriculum rather than guidance. High education, elementary school should have the places for teaching and learning, student management, play ground. Middle schools give priority to the places for individual learning, computer and practical training. High schools value the places for job education and practical training above for learning.