• The Journal of Special Children Education
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• v.21 no.3
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• pp.21-49
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• 2019

Purpose: The purpose of this study was to examine the cooperative learning studies including students with disabilities and analyze the effects of the interventions used for improving students' academic achievements, social skills, and attitude. Method: According to the research purpose, the study searched the researches related to cooperative learning and students with disabilities, specifically published from 2010 to 2018. Results: Total 19 of studies were searched. (semi)Group research design was used in 12 studies out of 19. Single subject research was used in 7 of 19. Among them, nine were cooperative studies for students with disabilities to improve their academic skills, while nine were for students with disabilities to improve their social skills and learning attitude. A single-subject studies on the cooperative learning of students with disabilities to improve their academic and social skills and learning attitudes showed large effect size. It was found that (semi)group design studies were categorized by the type of intervention, group size, and each size was different. Conclusion: According to the results, the cooperative learning was effective for not only students with disabilities but also for learners' academic achievement. Therefore, it can be suggested that educators should provide lots of opportunities of cooperative learning with smallgroup setting. As well, considerations for providing cooperative learning including students with disabilities and directions for future study are discussed.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.271-294
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• 2011

The purpose of this study was to explore the meanings of science classes to elementary school teachers from a phenomenological perspective. Participants were twenty-eight elementary teachers who majored in elementary science education in a graduate school of education. The study revealed that meanings of science classes were not consistent but rather varied with what the teachers experienced. In their early career years, when the teachers were filled with enthusiasm, they devoted themselves to doing science-related school works as well as science lessons. But, the teachers were gradually concerned about good science teaching, and this concern became more severe as they realized the characteristics of science experiments and elementary school students. The teachers' concern did not actually develop into good science teaching practices because of such constraints as lots of school works, accidents in science labs, and household affairs. Despite these difficulties, the teachers revitalized their interest in science and resumed their effort for good science teaching. However, for "unfillable cups" to the elementary school teachers.

• 재활복지
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• v.22 no.4
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• pp.153-172
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• 2018

This study is to examine the awareness of the 4th industrial revolution among special educational teachers as a preliminary study to explore the future special educational should continue forward in this new period. For the purposes of this study, a survey was conducted focusing on 117 special educational teachers in Korea. The major results were presented as follow. special educational teachers recognized that "the 4th industrial revolution" will have a positive effects on the special education, However, the level of understanding and interest in this was low. Moreover, Special teachers learned about 4th Industrial Revolution mainly through TV and media, recognized the needs for expert education on the fourth industrial revolution. Special teachers recognized that the Fourth Industrial Revolution was necessary for special education but was not realistically prepared. Special teachers said that programs for special education should be developed and distributed based on the 4th Industrial Revolution. In conclusion, The study is meaningful in understanding the Fourth Industrial Revolution from the perspective of special teachers and in providing basic evidence to support special education.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.572-581
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• 2000

Teachers' perceptions about curricular objectives are very important to achieve given educational objectives. This study examined teachers' perceptions about priority and hinderance of science objectives. The national science curriculum stated four areas of objectives: inquiry, knowledge, attitude, and STS. A total of 76 elementary and 217 secondary teachers were responded to questionnaire developed for this study. Non-parametric statistics, such as Friedman test, Kruskal-Wallis test, and chi-square test were used by using SPSS/PC program. Teachers in general ranked the inquiry first among the four areas at their perception on the national curriculum, on themselves, and on their instructions. Elementary teachers ranked inquiry higher than secondary science teachers, while secondary science teachers ranked knowledge higher than elementary teachers. As factors hindering teachers from achiving the objectives, elementary teachers pointed out overcrowded classroom and secondary science teachers pointed out college and university entrance examination respectively.

• Journal of Korean Library and Information Science Society
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• v.43 no.1
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• pp.1-25
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• 2012

In recent years, inclusion of students with disabilities in regular classrooms and special classrooms in mainstream schools has been a major stream of special education. However education for teacher librarians in Korea has not been responsive to these trends. A few of departments of library & information science in Korea universities offer courses that include information about special needs students. This study addressed the implications of inclusive education, the roles of school library and the training needs of teacher librarians for service to special needs students. And it analyzed tendency and current states of teacher librarians education on inclusive education. As a result, it is recommended that departments of library & information science in Korean universities offer more courses concerning educational support for special needs students in their curriculum and include of special modules in their most of courses offered to enhance the skill of future teacher librarians to cater for special educational needs.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.543-563
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• 2016

This study was designed as a meta-analysis to investigate the research trends in mathematics learning disabilities(MLD) area. The results of this study were as follows: The 201 researches targeted for the analysis can be categorized 4: characteristic of students with MLD, screening students with MLD, interventional teaching for students with MLD, and et cetera. Also, the outcomes of researches regarding intervention in MLD determined to have a large effect resulted in a total average of 0.958. Especially, as a result of analysing the effect size in accordance with teaching method variables in group-case designed researches, the effect was largest when direct instruction and strategy instruction was given. The effect was largest when the frequency of intervention was over 16 and under 20. The results in this study be summed up as follows. MLD can be served as a foundation in setting a direction for further research to improve in Korea.

• Journal of the Health Care and Life Science
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• v.9 no.1
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• pp.69-76
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• 2021

To investigate the current status of Sex Education for children with Developmental Disabilities and to effectively operate Sex Education programs, 12 teachers working in special education institutions and childcare services for Children with Developmental Disabilities were selected. Focus Groups Interview were conducted to identify opinions and requirements on the three themes through literature review. In the case of Sex Education for Children with Developmental Disabilities, difficulties in operating Sex Education were identified because the direction of education was inconsistent and individual characteristics and needs were not taken into account.

• Proceedings of the KSLP Conference
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• 1997.11a
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• pp.251-251
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• 1997

목적 : 발성훈련을 받지 않은 각각의 직업적 음성 과사용집단의 음성분석에 대한 연구는 많이 보고되었지만, 이들 집단간의 음성분석을 통하여 각 집단의 음성문제를 비교한 연구는 미흡하다. 따라서 발성훈련을 받지 않은 직업적 음성 과사용집단의 음성 증상 및 음향학적 분석결과를 정상인과 비교함으로써 각 집단간 음성장애의 양상에 대하여 알아보고자 하였다. 대상 및 방법 : 음성장애에 대한 설문조사, 음향적 분석 및 성대화상술검사를 통하여 직업적 음성 과사용집단으로 분류되는 목사, 여자 교환수 및 고교 남녀교사를 증상 및 이학적 검사상 음성장애 소견을 보이지 않는 성인 남녀와 비교하였다. (중략)

• Annual Conference of KIPS
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• 2024.10a
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• pp.1062-1063
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• 2024

지적장애 학생들은 시각적 자극에 민감하게 반응하기 때문에, 시각적 자료를 활용한 학습이 효과적이다. 마음말 서비스는 텍스트 기반 학습의 한계를 극복하고, 학생의 흥미를 유도하며 맞춤형 학습자료와 실시간 피드백을 제공한다. GPT 기반 문제 생성과 DALL-E 3을 활용한 이미지 생성을 통해 교사는 쉽게 문제를 제작할 수 있고, 학생은 학습 후 AI의 피드백을 받을 수 있다. 본 논문은 지적장애 학생들의 언어 학습을 지원하기 위해 NLP와 이미지 생성 기술을 결합한 AI 기반 학습 플랫폼 '마음말 서비스'를 제안한다.

• Korean Journal of Human Ecology
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• v.20 no.4
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• pp.777-787
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• 2011

The purpose of the study is to examine the relationship between the day care teachers' efficacy beliefs on play and acceptability of social skills strategies for children with disabilities. 174 daycare teachers participated in this study. For this study, two instruments were used. One was the social interaction program features questionnaire (Odom et al., 1993), developed for the purpose of understanding the types of teachers' social interaction, which was modified. The other was the teachers' efficacy beliefs on play by Cho (1999) which was revised. Data was collected and analyzed by SPSS 12. The overall findings of this study were as follows. First, there was a meaningful difference in daycare teachers' acceptability of social skill strategies for disabilities children by factors. Secondly, there was a strong relationship between their acceptability and their efficacy beliefs on play. Thirdly, there was a meaningful differences between higher group and lower group of scores of teachers' efficacy belief on play in daycare teachers' acceptability of social skill strategies for disabilities children.