• 한국지역사회생활과학회지
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• 제19권1호
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• pp.125-134
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• 2008

This study aims at determining attitudes of elementary and middle school students getting inclusive education and their parents toward students with disabilities to provide basic data for desirable inclusive education. Questionnaires were given to 3 elementary schools and 2 middle schools and the participants were 117 elementary students, 288 middle students, 98 parents of elementary school students and 156 parents of middle school students. Three areas of attitude were observed the cognitive area, the affective-behavioral area, and the area of perceived effect on learning area. The data were analyzed using t-test and ANOVA. The results indicated as follows; First, there was no significant difference in attitude by gender. Second, middle school students had a more negative attitude toward the students with disabilities than elementary school students. Third, students had more positive attitudes than their parents toward students with disabilities when the affective-behavioral area was analyzed, whereas the opposite was true when the area of perceived effect on learning area was analyzed.

• International Journal of Computer Science & Network Security
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• 제22권10호
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• pp.315-321
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• 2022

Many students with disabilities and special needs are enrolled in higher education, which substantiated the need for research regarding faculty members' knowledge and willingness to implement supportive strategies in higher education in Saudi Arabia. This study explored Saudi university faculty members' knowledge and willingness to apply UDL (Universal Design for Learning) principles in their teaching practice. Surveys were used for data collection for this descriptive research. The findings indicated faculty members felt that they were knowledgeable regarding UDL and were willing to use UDL principles in teaching their students. Furthermore, there were no statistically significant differences between faculty members' knowledge levels regarding UDL based on their current position and years of experience. The findings indicated there was a significant relationship between gender and knowledge, with males having a significantly higher mean knowledge, although further analyses revealed it was a small effect. Finally, the results suggest more years of experience are related to greater willingness to use UDL principles, and this is particularly true for those in a lecturing position. These findings could be helpful, particularly for the Ministry of Education in Saudi Arabia to shed light on faculty members' UDL knowledge. Further research is needed to substantiate the findings.

• 수산해양교육연구
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• 제25권6호
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• pp.1429-1439
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• 2013

This study is about the influence of middle school students' empathic ability on receptive attitude to students with disabilities. The questionnaire survey is used to measure cognitive, emotional empathy ability and the attitude of acceptance for students with disabilities targeting 300 students of middle school 2,3 grades. Empathy ability consists of 20 questions and the attitude of acceptance for students with disabilities is composed of 31 questions, which are three sub-areas like personal life, school life and learning activities. After subjects were divided into top 30%, middle 40% and bottom 30% according to their empathy ability, the attitude of acceptance for students with disabilities was measured. The results are as follows. There was a difference between groups in receptive attitude as a whole and the sub-areas. And the top group with high empathy ability had more acceptable attitude. In particular, there was a significant difference in the acceptance attitude for students with disabilities depending on the level of cognitive empathy ability rather than emotional empathy ability.

• 디지털콘텐츠학회 논문지
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• 제13권1호
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• pp.67-74
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• 2012

문장제 문제는 단순한 수학적 수식으로 구성된 연산문제와는 달리 언어적으로 표현된 문제 안에서 수학적 내용을 찾아 그것을 수식으로 표현하는 과정을 필요로 한다. 이는 고차원적인 인지적 전략을 요구하며 학습자는 수학적 사고력과 추론능력, 이해력, 언어와 읽기 등을 고루 활용해야 한다. 하지만 대부분의 학습장애학생들은 문장제 문제를 해결하는데 어려움을 겪고 있다. 본 연구에서는 학습장애학생이 인지적 과부하를 적게 받으면서 인지적 전략을 학습할 수 있으며 또한 학생들에게 전문가의 예시를 단계적으로 제시하는 WOE (Work-Out Examples: WOE) 기반 스마트러닝 학습시스템을 제시한다. 본 시스템의 특징은 다음과 같다. 첫째, WOE를 순차적으로 따라하면서 학습자는 인지적 부하 없이 자연스럽게 문제해결전략을 습득할 수 있다. 둘째, 학습자의 학습 동기를 높이고 흥미를 유발시킨다. 셋째, 시공간을 초월한 학습이 가능하기 때문에 학습자 스스로 학습을 조절하는 자기주도적 학습능력이 향상될 수 있다. 본 시스템의 적용결과는 다음과 같다. 첫째, 학습장애학생의 수준에 맞는 학습 단계가 제공되고 지속적인 피드백이 있기 때문에 학습자의 개별화학습이 가능하였다. 둘째, 학습자들이 학습내용을 자연스럽게 습득함으로써 문장제 문제해결능력이 향상되었다. 셋째, 학습과정에서의 성공경험으로 인하여 학습에 대한 자신감 및 학습동기가 향상되고 긍정적인 자아개념이 형성되었다.

• 한국비블리아학회지
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• 제31권3호
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• pp.29-50
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• 2020

본 연구의 목적은 장애 학생용 교과서에 수록된 매체의 특징을 정보처리모형을 기반으로 분석하고, 도서관 자료를 장애 학생의 수업 개선에 활용할 수 있는 방안을 모색하는 것이다. 이를 위하여 2015 개정 특수교육 기본교육과정 중학교 국어 교과서 심화 학습활동에 포함된 매체를 분석하였다. 분석 결과 장애 학생은 심화 학습활동을 수행하기 위하여 주로 시각을 통해서 정보를 수용하고 이해를 통해서 정보를 처리한 후에, 언어지능을 활용해서 결과를 산출하는 것으로 나타났다. 구체적으로는 삽화와 텍스트를 통해서 학습 내용을 수용하고, 추론과 설명 등 이해를 토대로 내용을 처리한 후에 쓰기와 말하기와 같은 언어 지능을 활용하여 결과를 산출한다. 이러한 분석 결과를 토대로 도서관 자료를 장애 학생의 국어 수업에 활용할 수 있는 현실적인 방안을 다음과 같이 제안하였다. 장애 학생의 독서 흥미 발달단계와 장서 맵핑을 활용한 다양한 투입 매체를 개발한다. 읽기-듣기를 활용하여 도서 자료를 제공한다. 심화 학습활동을 자기 주도적으로 해결할 수 있는 적절한 방법적 지식을 지도한다. 그리고 다양한 산출 활동을 도울 수 있는 글의 유형과 글쓰기 전략을 개발한다.

• 실천공학교육논문지
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• 제14권1호
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• pp.19-25
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• 2022

공대생을 위한 물리학 교육은 주요 공학 용어들의 소개와 개념 정립을 위한 실험과 더불어 각종 실용 공학 장비에 적용되는 법칙과 그들의 기술적 운용이 수반되므로 다수의 교육 장해 학생이 발생된다. 교육이 진행됨에 따라서 자기주도학습이 습관화 된 학생들은 비교적 잘 적응하지만 극단적 교육장애자들은 교육자가 수업 방향을 분명히 잡고 강력하게 이끄는 이른바 직접교수법이 효과적인 교육 방법론이다. 임의의 두 학급의 학생 90명에 대해 문제해결에 대한 이해력, 추리력, 기억력, 문제해결속도를 측정하여 18명 (20%) 학생이 기초공학장애자로 나타났다. 한편, 직접교육법에 의한 교육을 통해 표본그룹(90명)의 중간고사와 기말고사에서 전체 평균성적이 각각 51.7점(100점 만점)과 58.0점의 성적을 거두어서 6.3점 증가를 보여주었으나 성적 50점 이하인 하위 그룹은 그룹 평균성적이 각각 26.7점와 24.5점를 거두어 오히려 감소하였다. 그러나 특별히 중간고사에서 성적 최하위 20점(100점 만점) 이하인 자 5명의 학생을 학습장애자로 선정하여 방과후에 직접교수법을 수행하였고 이들은 중간고사는 평균 17.9점 이였던데 반해 동일 수준의 기말고사는 평균 26.5점으로써 8.6점의 증가를 보여주어 학습장애자들에 대한 직접교수법이 실효가 있음을 보여주었다.

• 한국문헌정보학회지
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• 제47권2호
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• pp.5-24
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• 2013

현재 많은 장애 대학생은 교육적 불평등, 문화적 격리, 정보문맹, 광범위한 캠퍼스 활동에서의 차별에 직면하고 있다. 그러나 장애학생의 최대 장애요소는 학습에 필요한 지식정보에 대한 접근의 부재나 어려움이라 할 수 있다. 따라서 도서관은 장애학생을 차별하지 않아야 하며, 정보자원 및 서비스에 대한 동등한 접근과 이용을 보증해야 한다. 이러한 맥락에서 본 논문은 장애학생을 대상으로 설문 및 면담조사한 결과에 근거하여 대학도서관의 시설과 공간서비스, 직접적 및 간접적 서비스, 총체적 서비스에 대한 만족도와 요망사항을 분석하고 서비스 만족도 제고방안을 제시하였다.

• International Journal of Computer Science & Network Security
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• 제22권3호
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• pp.129-134
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• 2022

The primary goal of any classroom is effective teaching and student learning, with an emphasis on changing negative students' behaviors into positive ones. This change can occur when students' behavior is always at the forefront of teachers' educational goals. The current study aimed to reveal the experiences of special education teachers in dealing with the behavioral problems that students with disabilities show by identifying behavioral problems among students with disabilities and investigating the efficacy of the application of behavior modification plans and strategies designed to address the behavioral problems presented by students with disabilities. The researcher used a qualitative phenomenological approach, and the study tool consisted of semi-structured interviews that consisted of (13) questions directed to (10) special education male and female teachers who work in special education centres and institutes. The data were analyzed using the thematic analysis method. The findings of the study showed that the most undesirable behaviors prevalent among students with disabilities in the classroom were aggression, bullying and ADHD. The actions taken by teachers in confronting these behaviors were not systematic and were carried out randomly, as no behavior modification plans were applied. The most important strategies used by teachers in facing behavioral problems were applied behavioral analysis (ABA) strategies such as reinforcement, punishment and ignoring. The results have many important implications for future practice, including the need to conduct practical training courses for special education teachers to implement behavior modification plans and develop methods of measuring inappropriate behavior.

• International Journal of Advanced Culture Technology
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• 제9권3호
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• pp.188-201
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• 2021

The purpose of this study is to analyze the effects of online home learning in connection with extracurricular activities for lifelong education for the disabled in university on the cooking aids skills of cafeterias for the job search persons with developmental disabilities. Three people with job search developmental disabilities who have been in a state of unemployment for three years after graduating from a special high school course participated in the experiment. In order to verify the meaningful functional relationship between independent variables and dependent variables, multiple probe design across subjects, one of the main techniques of a single object study, was used. The experimental conditions according to the research design consisted of the steps of baseline, intervention, maintenance, and generalization. The dependent variable of this study is the restaurant cooking aid skills in the cafeteria, and three subskills such as side dish arrangement, sink arrangement, and dish washing were combined by task analysis. And the independent variable of this study was composed of procedures and methods to teach the environment, tools and materials related to the performance of dependent variables to the developmental disabled people at home by using real-time image technique through zoom service, and the contents of the performance by stages of task analysis. In addition, independent variables were applied to the subjects in the course of the extracurricular activities with the theme and contents of lifelong education for the disabled at university. Students who completed the above extracurricular activities practiced the intervention scene of the researcher through the screen sharing of zoom service. As a result, the subjects with developmental disabilities effectively acquired and maintained the positive response performance of dependent variables through independent variables. The subjects also showed high positive responses to generalization tests conducted in kitchens in cafeterias located elsewhere in the same university.

• International Journal of Computer Science & Network Security
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• 제22권3호
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• pp.259-265
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• 2022

This research aims to increase understanding of family participation in special education programs, to gain a deeper understanding of the programs themselves, and to determine the consequences of the research findings. It addresses the opportunities for families to participate in their children's learning journey and focuses on enhancing the experience of families participating in the education of students with intellectual disabilities. This study interviews four teachers of students with intellectual disabilities, and three important themes emerge from their discussion of whether parents should participate in special education programs for their children. The findings of this study have several important implications for future practice.