• The Korean Journal of Community Living Science
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• v.22 no.1
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• pp.163-179
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• 2011

This study was conducted in an inclusion class in M Inclusion Day Care Center in Busan. Thirteen sessions of cooperation teaching were applied in the inclusion class. In this sense, the purpose of this study was to identify what kinds of change occurred in the perspectives of teachers' role on both the general education teacher and the special education teacher during cooperation teaching. The data were collected through participation observations, teachers' reflective journals, and interviews. From the results of the study, it could be suggested that various types of teaching strategies need to be introduced to both teachers from the beginning of inclusion so that the general teacher and the special education teacher could understand each others roles and tasks, share opinions and ideas about daily activities, and experience the roles of the other teacher.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.11-20
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• 2019

The purpose of this research is to investigate the experience for behavior intervention and awareness of positive behavior support among beginning special education teachers. For this, 5 special education teachers with less than 2 years of experience participated in this research. One-on-one in-depth interviews were carried out with them, and all interview results were transcribed and analyzed according to the constant comparison method resulted in 4 major themes follows: 'motivation', 'a series of choice', 'regret for intervention' and 'awareness of Positive Behavior Support'. also, 9 sub themes follows: 'educational needs', 'living needs', 'starting intervention', 'process of intervention', 'results of intervention', lack of resources', 'lack of communication', 'new attempts', 'new areas'. During a discussion, requests for behavior intervention and awareness of positive behavior support, which had been drawn in the research results, were discussed, and the limitation of this research was suggested.

• Journal of Korean Physical Therapy Science
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• v.16 no.2
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• pp.45-55
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• 2009

Background: This thesis aims at suggesting the direction for the introduction of public free treatment support system according to the establishment of [Special Education Law] and the right settlement of therapeutic support service. Method: It introduced the characteristics and the contents of school based PT & OT, diagnosis and evaluation, and operation method. It set up question items and presented intervention plan, and substantial intervention, beginning from the request of whole process. The diagnostic evaluation was described from 4 aspects, which are consideration matters in the time of document drawing and diagnostic evaluation, chiefly centering around SOAP. The flow of overall treatment support service, the allocation of 16 handicapped children for 1 therapist, and the weekly treatment frequency according to the treatment support location and environment were suggested in the concrete operation method. Result: The concrete method should be explored in order to provide handicapped students with requisite services, which are offered by various experts in the amended 'Special Education Law'. In addition, work condition and social welfare, which are equal to school teachers, should be provided for all experts. Conclusion: Along with these things, special education support center should establish the road-map for the education rehabilitation of the handicapped children from the evaluation of early diagnosis of the handicapped children to treatment support and lifelong education.

• Korean Journal of Health Education and Promotion
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• v.22 no.2
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• pp.19-32
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• 2005

Objectives: The purpose of this study was to examine teachers' safety education activities to determine the significant educational diagnosis variables and to identify their needs of safety education in early-child care centers based on the PRECEDE model. Methods: A total of 304 teachers in early-child care centers participated in this study selected by a multi-stage stratified sampling method considering 11 regions in Seoul, Korea. Self-report type questionnaires were posted to all teachers in 220 early-child care centers by ground mailing service and the 304 teachers completed the questionnaires. The participants' responses were anonymously coded into and analyzed in SPSS program. Results: 'Scratch or bite' was the most frequent accident type(78.3%) and the frequent accident places were 'classroom(88.8%)' and 'playground(67.8%)'. The most frequently conducted safety education activities were 'reminding children their safe behaviors at the beginning and the end of daily class' and the next was 'saving a special time for safety education.' For educational diagnosis factors, related to safety education activities, teachers' safety education activity was more frequent when teachers' safety knowledge was high(p<.001), when teachers had good application skills of their knowledge to their teaching activities(p<.001), when they had strong needs on safety training opportunities(p<.05), and their interests on safety education(p<.001). For enabling factors, class preparation by safety education guide-book review(p<.001), by development of educational materials(p<.001), and by search for the related reference (p<.001), and by participation to safety education training programs for teachers(p<.01) were the significant enabling factors on teachers' safety class activities. For the reinforcing factors, the center-wide support of safety education brochures to children (p<.001), the concerns of centers utilizing safety education specialists(p<.001), and the concerns about safety information collection out of centers(p<.001) were significant factors related with teachers' safety education activities. Conclusions: The significant educational and institutional factors on teachers' safety education activities were teachers' concerns on safety education, their interests on safety knowledge, and the strong concerns on child safety education from the centers.

• Philosophy of Education
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• no.63
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• pp.105-131
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• 2017

The myth reflects the human way of thinking about the world. Therefore, an important part of myth is human creation and role. This study examines the process of human creation in myth and discusses implications for education. The subjects that can be considered from the viewpoint of education are as follows. The status and role of teachers and students, the relationship between teachers and students, how to create or create humans, and the purpose and results of human creation. First, it is the position and role of the teacher. In myth, being like a teacher is a divine being that transcends human ability. In Dangun mythology, Hwanwoong or Shinwoong descended from heaven, and in the Genesis it is the Creator God. In Dangun mythology, the role of the teacher guides the way of becoming a human and provides necessary tasks. In Genesis, the image of the teacher is the Creator God. God plays the role of a teacher who prepares various environments in which learners can work. Second, the status and role of students in myths. In Dangun mythology, students are symbolized by bear and tiger. They go to the teacher with the desire to become human beings. In Dangun mythology, the student is not a passive existence but an autonomous and active image. In Genesis, the appearance of a student is a passive being created by a teacher. Third, the creation of human beings in myth can be seen in terms of educational process and method. In Dangun Myth, the beginning of education is the wish or expectation of learners. Learners eat mugwort and garlic and participate in human learning. In Genesis 1, however, there is no need for a special method, since human beings are created according to the Creator's command. Fourth, the purpose of education can be discussed through the purpose of human creation. In Dangun mythology, the purpose of education is not to live according to instinct but to become human with culture and personality. In Genesis 1, the purpose of human creation is the role of the Creator in creating and managing the world. Therefore, it is the aim of humans to manage the world in an orderly manner. The purpose of education in Genesis 2 is to enable humans to serve the world.

• The Journal of Korean Association of Computer Education
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• v.14 no.5
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• pp.19-28
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• 2011

The purpose of the study is to investigate the effects of multimedia case-based learning on preservice teachers' critical thinking disposition and practices. Forty-nine students among the seventy-five preservice teachers who enrolled in the class, Introduction to Special Education, participated in this study. Pretest and a case were presented at the beginning of the semester and then 4 cases and multimedia learning resources were provided during 13 weeks. In addition, small and whole class discussion were used for learning activities to share their opinions. At the end of the semester, the posttest and practices regarding a new case data were collected. Results found that no significant difference in the critical thinking disposition survey, however, the multimedia group showed better practices in a new case than the control group. Suggestions and future research were discussed.

• Journal of The Korean Association of Information Education
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• v.6 no.3
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• pp.279-287
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• 2002

These days, school education is making every possible effort to bring up a human able to opposed creatively to 21 century social, because of society is global and informational step by step. For this, the special activity in the seventh curriculum is expended and reorganized from three areas to five areas. On the other hand, the special activity is pushed ahead with the developmental activity in consideration of student's ability and aptitude. However, the teachers are difficult to organize of the developmental activity in based on student's ability and aptitude. Because of developmental activity is organized in the beginning of a term, not only the teachers are fallen to realize student's ability and aptitude but also students ignore ability and aptitude themselves. Therefore this paper designs a program based on MI(Multiple Intelligence) theory to compose developmental activity effectively. Up to now, MI is introduced nine kinds of intelligence, Linguistic Intelligence, Logical-Mathematical Intelligence, Musical Intelligence, Spatial Intelligence, Bodily-Kinesthetic Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, Naturalist Intelligence, and Existentialist intelligence. this paper designs the K-MIDAS test[1] based on seven kinds of intelligence areas and implements developmental activity program suit to student's ability and aptitude based on the MI test result.

• 대한공업교육학회지
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• v.35 no.2
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• pp.43-69
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• 2010

This study aims at analyzing the research trend in Electricity, Electronics, and Communication Subject since 1973, which is the beginning year in research in Electricity, Electronics, and Communication Subjects, up to the present year of 2010. We also try to provide explicit directions and suggestions for future researches. A total of 98 studies, including master's and doctoral theses, were collected through RISS(Research Information Sharing Service), KISS(Koreanstudies Information Service System), and DBPIA(special database for domestic research information). Three researchers reviewed them using analytic method. The results were as follows. Of the researches analyzed, 2 studies(2.04%) were in 1970's. The researches in Electricity, Electronics, and Communication Subjects were not actively performed until 1996. Since then, 92.86% of total studies have been done so far and the number of research activities in these subjects are shown to be continuously growing. 50 studies were related with Curriculum and instruction area. Design/Development of Instruction Material area was the most popular topic, and Education Assessment area the least. Research design was mainly descriptive, and studies in academic journals were more than the dissertations. Research mostly focused on the students and the teachers as subjects. University was the main research agency where studies were carried out.