• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.9-16
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• 2022

This study attempted to analyze the achievement criteria of the 2015 special curriculum middle school physical education curriculum based on Bloom's new education goal taxonomy. To this end, 184 sentences based on the common curriculum and basic curriculum achievement standards of the relevant curriculum were analyzed into a total of 24 combinations of 4 dimensions of Bloom's new education goal taxonomy and 6 dimensions of cognitive courses. The results of the study are as follows. First, in the case of the special curriculum physical education and middle school achievement standards, unlike the analysis of the basic curriculum of elementary schools shown in previous studies, the 'procedural knowledge-applying' combination was the most common, and it was confirmed that there was a hierarchy by school level. In addition, the dimensions of knowledge and cognitive processes were relatively diverse, confirming the key points of physical education and middle school classes for disabled students. Second, in the case of the common curriculum among the lower curriculum, knowledge and cognitive process dimensions were relatively diverse except for cognitive process dimensions such as 'remember', and higher knowledge and cognitive process dimensions such as 'metacognitive knowledge' and 'creative'. Third, in the case of the basic curriculum among the lower curriculum, the 'procedural knowledge-applying' combination was excessively concentrated at 60.7%, which was analyzed to require improvementsary.

• Therapeutic Science for Rehabilitation
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• v.12 no.4
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• pp.23-37
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• 2023

Objective : This study systematically reviewed the collaborative team interventions of the Individualized Education Plan (IEP) using the International Classification of Functioning, Disability, and Health-Children and Youth (ICF-CY) framework to establish the professional domain of occupational therapists in Korea and their role as experts in IEP cooperative team interventions in special education. Methods : Articles were collected from the EBSCOhost, ProQuest, and PubMed databases. International search terms included "Special education," "Individualized education plan (IEP)," "IEP process," "IEP implementation," and "Occupational therapy." The study period was limited from January 2013 to February 2023, and the final 10 studies were analyzed using secondary classification. Results : Most studies were randomized experiments targeting individuals with autism, and often employed environmental improvements. The IEP collaborative team interventions using the ICF-CY framework emphasized goals related to activity (five studies), participation (four studies), and body structure/function (one study). Conclusion : Occupational therapists play a crucial role in collaborative IEP team interventions. This study established expertise in the context of special education in South Korea.

• Journal of Digital Convergence
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• v.22 no.1
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• pp.1-14
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• 2024

In order to improve the effectiveness of carbon neutrality in Jeju Special Self-Governing Province, this study identifies the current state of social environmental education through literature research, excluding school environmental education being implemented in elementary, middle, and high schools in the province, and identifies shortcomings or problems. The purpose is to establish a plan to systematically and integratedly operate social environmental education, and the derived plan can be used as a guide to change environmental awareness and induce eco-friendly behavior to improve the effectiveness of carbon neutrality. As a result of the study, Jeju Special Self-Governing Province established a consultative body with environmental education institutions, organizations and expert groups operating dispersed throughout the province through the substantial operation and support of the environmental education center currently being entrusted, to identify the current status and develop content necessary for establishing environmental education policies, establishing a platform to enable information sharing, role division, regular communication, empathy, and policy feedback, and on-site environmental education centered on the field to stimulate emotions and personalize environmental problems so that environmental problems can be properly recognized. Emphasizing the necessity.

• Journal of the Daesoon Academy of Sciences
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• v.45
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• pp.153-186
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• 2023

Since the 2000s, Korean society has been transitioning into a multicultural society with a sharp increase in the influx of various non-Koreans including immigrant workers, immigrant spouses, international students, and refugees. As a result, Korea, which had maintained religious peace and coexistence as a multi-religious society, is showing signs of increased risks of social problems such as the surfacing of conflicts between religions. Religion can contribute to the integration and safety of communities in the process of becoming a multicultural society, but at the same time, it requires discussion from an educational perspective because of its ambivalence in potentially causing conflict within communities. Considering that one of the main functions of religion is social integration, religious education is required for the stable settlement of multicultural societies. In recognition of this, discussion regarding a new perspective on religious education is needed to respond to religious diversity and to understand the current society and the means of becoming a global citizen. This new discussion would be a 'general religious education' model that provides an education covering various religious and non-religious worldviews in order to cultivate 'religious literacy.' However, in a multicultural society, while general religious education may be useful in reducing prejudice and discrimination among students in an integrated environment, it should also be recognized that a 'special religious education' would be needed to acknowledge the unique values of each human group. This would be the most effective approach to multiculturalism. Therefore, this study proposes a form of 'cooperative religious education,' which combines general religious education and special religious education as a direction for religious education. In providing readers with background context, this study will review Korean religious policies and religious education, and then present realistic methods that can be implemented in schools.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.7
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• pp.69-78
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• 2017

This study researches and analyses the state of the learning achievement assessment of the basic curriculum of the special education in the viewpoint of the individualized education pursuing for the learning and growing of each person, and discusses the political plan for support on the basis of the results. The object of study was 129 special school teachers working in B metropolitan city applying for the basic curriculum. For the measurement, the tool developed by the examination of FGI and the specialist on the basis of test research related to the evaluation tools of the learning achievement assessment for the special education was used. As the result of analysing the real state, to evaluate the individual learning and growing in the aspect of the plan, criteria, period of the evaluation, the special education teachers were approaching in detailed and precise quality, and guiding and using the evaluation results in the various ways in the prospective of the curriculum. The recognition on the sub-element in the each area of the measurement tools showed the difference by gender, age, career, academic achievement, school class, foundation type. On the basis of the results of the real state, as the political support plan, some advice were proposed, which were the expansion of the autonomy of making the curriculum achievement standard and the evaluation system, improving the field and system of the learning achievement assessment, establishing the support system to strengthen the evaluation competences in accord with the teachers' background variables, etc.

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.483-502
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• 2006

In this research, we try to accomplish the main purpose of managing the special supplementary curriculum and set a model for its organization and management to the other schools by analyzing the result from the management of the special supplementary curriculum through mentoring lessons that are proposed in the 7th curriculum to provide the underachieved students with opportunities to study the subjects they couldn't understand during the regular curriculum.

• Journal of the Korea Safety Management & Science
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• v.17 no.4
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• pp.123-134
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• 2015

This study is a study for finding a solution to the current situation and identify problems such as discharge through a survey of special health and safety training in the construction industry. In particular by identifying the status and problems, such as special health and safety training in the construction industry it was carried out for the purpose of the measures taken.

• Journal of The Korean Digital Architecture Interior Association
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• v.11 no.2
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• pp.123-132
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• 2011

In Korea, special education for the gifted is being activated in school systems, and many researches regarding this special education are being conducted. However, despite its rich research on the programs of this special education, there are almost no research on the institutions layout and spatial design that can utilize them. Considering the heat for education of the present and the researches on education for the gifted so far, this tendency is likely to continue. To study space composition and interior architectural design of children's institution for the gifted, we studied the cases of 5 institutions located in Seoul and the following are the results. The research results are as followed. Most institutions for the gifted used most common and technical paint, wallpaper, and PVC for finishing materials. The colors should be carefully selected, too, so that it will increase inquisitiveness and interest of the children, which will develop into creative ability. In the cases studied, color of most walls and furnitures were not very distinctive: they were in light pastel and bright tone. And there were set of desks in many shapes so it can be put in different ways for different purposes. However, there were also desks that are commonly used at schools, which were limited in arranging in various ways. Most cases studied were located in general building and therefore, natural light source was limited. On the part of appliances, supplements should be made so that classes can be carried out using multimedia materials.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.383-384
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• 2016

The Special Needs Education Assessment Tool (SNEAT) were verified of reliability and validity. However, the reliability and validity has been verified is only Okinawa Prefecture, the national data has not been analyzed. Therefore, this study aimed to verify the reliability and construct validity of SNEAT in Miyagi Prefecture as part of the national survey. SNEAT using 55 children collected from the classes on independent activities of daily living for children with disabilities in Miyagi Prefecture between November and December 2015. Survey data were collected in a longitudinal prospective cohort study. The reliability of SNEAT was verified via the internal consistency method; the coefficient of Cronbach's ${\alpha}$ were over 0.7. The validity of SNEAT was also verified via the latent growth curve model. SNEAT is valid based on its goodness-of-fit values obtained using the latent growth curve model, where the values of comparative fit index (0.997), tucker-lewis index (0.996) and root mean square error of approximation (0.025) were within the goodness-of-fit range. These results indicate that SNEAT has high reliability and construct validity.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.2
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• pp.336-349
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• 2016

The evaluation of the after-school program depends on whether it achieves its objectives or not so far which makes that it is not easy to figure out which mechanism is attributed to the consequences of the program. This study aims at developing the logic model of the after-school program and follows the processes such as literature review, opinion survey by specialists and in-depth interview with stakeholders. The target program of the study was focused on the special ability aptitude education in the elementary schools. The initial developed theory model was validated and finalized through being reviewed by specialists and teachers in charge of target schools. Based on the framework of logic model, the models are composed of context, components, activities, output/short term outcomes, and long term outcomes. As the key factors of the after-school program, amicable communication between the stakeholders, quality of the program in itself, follow-up management, counseling and guidance for students, instructors' expertise, and quality management of the program were drawn.