• Korean Medical Education Review
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• v.22 no.3
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• pp.145-145
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• 2020

• The Journal of the Korea Contents Association
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• v.7 no.8
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• pp.207-214
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• 2007

The special educational technology is the combination term of special education and educational technology. These days, the applications of educational technology in special education field is very increasing through the development of IT and the progress of teaching methods. The development of IT bring out the applications of assistive technology. The various development and operation strategies of the individualized educational program have promoted the advancement of teaching methods for the children with disabilities. The purpose of this paper is to inquiry and to present the applicable contents of special educational technology for the children with disabilities. The important study problems of this study are to examine the differences between educational technology and special educational technology, to categorize special educational technology in the view of application and to develop the contents of instructional design and assistive technology device. Finally it is to suggest the progress tasks for the development of the special educational technology.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.1081-1087
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• 2023

Although the school-age population is continuously decreasing, the number of people eligible for special education is increasing every year. Special schools, which are comprised entirely of students with special education needs, are vulnerable due to restrictions on evacuation in the event of a fire. However, the characteristics of special schools are not reflected in the plans related to firefighting and safety in special schools. In this study, essential items such as placement of helpers were selected through analysis of firefighting and school safety plans and collection of faculty and staff opinions. Afterwards, through analysis of experts' opinions, a basic fire evacuation scenario was presented that reflected the characteristics of special schools. We hope that this scenario will contribute to the development of customized fire evacuation scenarios for each special school in the future.

• Journal of Korean society of Dental Hygiene
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• v.11 no.5
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• pp.659-670
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• 2011

Objectives : The purpose of this study was to examine the state of oral health care among special school personnels in an attempt to provide some information on the improvement of the oral health care of students with disabilities who would be under the first hand influence of school personnels. Methods : The subjects in this study were personnels who were selected by random selection in five different special schools located in the city of Jeonju, North Jeolla Province. A self-administered survey was conducted in person from July 5 to 14 after the purpose of this study was explained. Results : 1. Concerning their general characteristics, the level of oral health knowledge was high in the personnel whose career is 5 years more, and the younger personnels had a better oral health knowledge, and the men were more knowledgeable than the women. 2. As to oral health education experience, the rate of the respondents who ever received oral health education stood at 35.3 percent. In relation to the frequency of oral health education, the biggest group that accounted for 58.2 percent received that education once. As for the route of education, the largest group that represented 52.7 percent received that education at dental hospitals or clinics. In relation to satisfaction with oral health education, the greatest group that accounted for 38.5 percent were dissatisfied with that education. 3. As for an intention of receiving oral health education in the future, the biggest group that accounted for 60.9 percent intended to receive that education if they would have free time, and the largest group that represented 47.7 percent believed that oral health education should be conducted by dental hygienists. 4. Concerning their general characteristics, the level of oral health promotion behavior according to age in both bushing and supplies of oral health care was high in forties-1.89 point and 3.33 point, and that in regular visit to a dental clinic was the highest in twenties for 2.58 point, and that in dietary control was the highest in twenties for 2.59 point. 5. Their oral health knowledge had a significant positive correlation to their toothbrushing, regular dental clinic visit and dietary control that were the subfactors of oral health promotion behavior. 6. As for the impact of oral health promotion behavior on oral health knowledge, toothbrushing exerted the greatest influence on that(${\beta}$=0.306, p<0.001). Conclusions : Appropriate institutional measures should be taken to let dental hygienists who are expert in oral health care provide incremental oral health care for students and adults with disabilities in educational institutions and facilities for the disabled, and the development of oral health education programs is urgently required to offer systematic oral health education for not only students with disabilities but their teachers and guardians.

• The Mathematical Education
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• v.34 no.1
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• pp.7-9
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• 1995

• The Korean Nurse
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• v.13 no.6 s.74
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• pp.13-16
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• 1974

• Proceedings of the Korean Society for the Gifted Conference
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• 2005.11a
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• pp.9-24
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• 2005

• Journal of Music and Human Behavior
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• v.10 no.1
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• pp.47-66
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• 2013

This study aimed to develop a music teaching-learning program for secondary students with intellectual disabilities in special education settings based on music therapy approach. Designed lesson plans included three learning domains based on the guidelines from 2008 amendments to the special education music curriculum: Perception, expression, and appreciation. Within the domains, instruction topics and its corresponding contents were re-structured as considered more appropriate and effective for implementing music classes for this population. With consideration of therapeutic goals as well as educational goals, student activities and teacher activities were designed and the activities were presented at three levels depending on students' functional levels. Integrating these instructional components into an actual plan, this study presented yearly (for 20 hours of classes) and monthly lesson plans. The developed lesson plans were reviewed and verified by related professionals including special class teachers and music therapists. As systematic and well-organized lesson plans, the results from this study would provide basic music education resources for students with intellectual disabilities in special education settings. It would also enable the discussion on the music therapy-based teaching-learning program as new methodological and strategic ideas applicable to future special education.

• 재활복지
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• v.21 no.4
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• pp.77-99
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• 2017

The purpose of this study is to prepare the basic information of teacher training through the special education teachers' present execution status and awareness on positive behavior intervention support for the student with disabilities. The results of the study as follows: First, the rate of teachers having high concern on students' behavioral management was 22.9%, and the rate of teachers taking median concern was 66%. And the teachers obtained the information on problem management including positive behavior support by publications or teacher training. Second, the importance of individual interventions valuated significantly which presented mostly more 4 point. But relatively the point of application possibility was lower than the point of importance evaluation. Third, the rate of application as 70% among total research participants presented to be used the most in all individual interventions on positive behavior support. And on the effectiveness, the teachers answered that 23 interventions were effective. But, on the facts of monitoring and assessment of behaviors, the special education teachers negatively evaluated the effectiveness. Results are discussed with previous research, contributions to future directions, and implications in interventions for students with disabilities.

• Journal of Gifted/Talented Education
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• v.9 no.1
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• pp.63-84
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• 1999

This study is to examine the current problems of teaching gifted children and suggest elements(or factors) to be considered in setting up goals thereof by analyzing incumbent teachers awareness. 121 teachers were arbitrarily selected from 30 different kindergartens located in Seoul and Anyang, and they were interviewed with two parts questionnaires(or opinions) of improving current practice. The first part of the questionnaire is composed of the questions about teachers awareness of gifted children, actual state of teaching gifted children, effects of teaching in kindergarten for gifted children, and desired direction for teaching improvement. The second part of the questionnaire provided interpretation of precociousness by study habit, creativity and definitive properties and asked the number of children qualified in their classes. Since the results of the first interview as to awareness of gifted children were dismal, 40 teachers were thereafter randomly selected again, and the second interview was warranted. The results alarmingly revealed that program of teaching gifted children were barely existing even though the teachers awareness for the needs of special education for the precocious as well of study materials and programs thereof was high. In addition, the teachers familiarity of gifted children was surprisingly low. At the second interview whereby gifted children was explained, the teachers awareness of gifted children was dramatically improved to 40% in comparing with 7.4% at the first interview without explanation of gifted children. Teachers awareness of gifted children was low because of lacking direct or indirect experience of having gifted children and special programs therof in their classes as well as teachers nonchalance. Therefore not only adequate training and education of teachers, but also cultivation of qualified teachers for special programs for the precocious are obligatory. Training of incumbent teachers and determination of gifted children are prerequisite for timely discovery of gifted children and adequate education for them. Development of special education programs and diffusion are also crucial.