• Korean Journal of Child Studies
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• v.1
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• pp.94-106
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• 1980

The issue presented in this paper are as follows: 1. Legislative actions of welfare-related law for the exceptional children. The legislative base for the evolution has been yet weak and ambigous at best for a formalization of what should be considered accepted practice and effective action in providing handicapped child and their parents educational rights and equal protection of the law. And they are under remote control of partial factor subject to social welfare law for children, and public law for education, promotion law for the exceptional child education, protection law for public aids. 2. Organization of government for the welfare services for the exceptional children. There is no sing of a push toward consolidation of effort for the welfare service of the exceptional children in this country that seeks to recapture a sense of unity, of coherence, of completeness from a reality made up of discontinuous fragments of humanitarian effora This presently that. as for the education of the exceptional child, by the section of the exceptional education in MOE (Ministry of Education), and/or as for welfare services and promotion actions, by the section of child welfare in MHSA (Ministry of Health and Social Affairs). One door type operation rooted in the specialization, and limited resources to evolve multi-purpose agencies that undertake to provide a broad range of tangible and concrete services, as well as supportive counselling and assessment, under a single management which plans and directs the allocations of resources, should be followed. 3. Facilities and recruitment of teachers for the exceptional children. In this country there are 54 facilities for special services, 56 schools for the exceptional education, and 3 colleges and equavalents that provide teacher training services leading to certification with IIO annual graduates. However, curriculum for exceptional children should be rearranged and reconstructed. Conclusion; Only as for social welfare institutions in community, this country produced a succession of specific purpose activities, over period of time, that accumulated to form the present network of hundreds of social welfare organizations and facilities Periodically major efforts were launched to revitalize or to improve the help-giving system. But they lack specialization to be effective, and the nature of multi-purpose center tends to be vague for the classified handicapped. Therefore, there, should be linkage between policy maker and community services to maintain some coherenty in preventive care, treatment, and after cares. At last, the effects of the current concept "the exceptional child" involved with their families, and their neighborhood should be considered in view of the people who consist about 25% of the total population.

• The Journal of Korean Academy of Sensory Integration
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• v.20 no.2
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• pp.46-55
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• 2022

Objective : This study aimed to explore the meaning of work experience of school-based occupatioanl therapists. Methods : This study was a phenomenological study. The participants were 7 school-based occupational therapists, all of whom were female with working experience of 5 years. One-on-One interviews were conducted with them about their work experience as school-based occupational therapists, and additional interview details were confirmed by e-mail. The interviews were recorded with the consent of the subjects. The researcher listened to the recordings several times prior to transcribing and analyzed the interviews according to Colaizzi's research method. Results : A total of 2 themes and 10 sub-themes were derived. Challenges and hopes were drawn as themes. The challenges theme included sub-themes administrative work burden, restriction of physical environment, lack of awareness of teachers, unstable employment, and legal restrictions. There were sub-themes such as sense of mission for children, team members with the same goal, children who want school-based occupational therapy, teacher' satisfaction, and responsibility for the development of school-based occupational therapy. Conclusion : Institutional improvement and policy support for school-based occupational therapy should be prepared to provide qualitatively improved school-based occupational therapy for special education subjects.

• Journal of Intelligence and Information Systems
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• v.19 no.2
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• pp.177-189
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• 2013

In Smart Education, the roles of digital textbook is very important as face-to-face media to learners. The standardization of digital textbook will promote the industrialization of digital textbook for contents providers and distributers as well as learner and instructors. In this study, the following three objectives-oriented digital textbooks are looking for ways to standardize. (1) digital textbooks should undertake the role of the media for blended learning which supports on-off classes, should be operating on common EPUB viewer without special dedicated viewer, should utilize the existing framework of the e-learning learning contents and learning management. The reason to consider the EPUB as the standard for digital textbooks is that digital textbooks don't need to specify antoher standard for the form of books, and can take advantage od industrial base with EPUB standards-rich content and distribution structure (2) digital textbooks should provide a low-cost open market service that are currently available as the standard open software (3) To provide appropriate learning feedback information to students, digital textbooks should provide a foundation which accumulates and manages all the learning activity information according to standard infrastructure for educational Big Data processing. In this study, the digital textbook in a smart education environment was referred to open digital textbook. The components of open digital textbooks service framework are (1) digital textbook terminals such as smart pad, smart TVs, smart phones, PC, etc., (2) digital textbooks platform to show and perform digital contents on digital textbook terminals, (3) learning contents repository, which exist on the cloud, maintains accredited learning, (4) App Store providing and distributing secondary learning contents and learning tools by learning contents developing companies, and (5) LMS as a learning support/management tool which on-site class teacher use for creating classroom instruction materials. In addition, locating all of the hardware and software implement a smart education service within the cloud must have take advantage of the cloud computing for efficient management and reducing expense. The open digital textbooks of smart education is consdered as providing e-book style interface of LMS to learners. In open digital textbooks, the representation of text, image, audio, video, equations, etc. is basic function. But painting, writing, problem solving, etc are beyond the capabilities of a simple e-book. The Communication of teacher-to-student, learner-to-learnert, tems-to-team is required by using the open digital textbook. To represent student demographics, portfolio information, and class information, the standard used in e-learning is desirable. To process learner tracking information about the activities of the learner for LMS(Learning Management System), open digital textbook must have the recording function and the commnincating function with LMS. DRM is a function for protecting various copyright. Currently DRMs of e-boook are controlled by the corresponding book viewer. If open digital textbook admitt DRM that is used in a variety of different DRM standards of various e-book viewer, the implementation of redundant features can be avoided. Security/privacy functions are required to protect information about the study or instruction from a third party UDL (Universal Design for Learning) is learning support function for those with disabilities have difficulty in learning courses. The open digital textbook, which is based on E-book standard EPUB 3.0, must (1) record the learning activity log information, and (2) communicate with the server to support the learning activity. While the recording function and the communication function, which is not determined on current standards, is implemented as a JavaScript and is utilized in the current EPUB 3.0 viewer, ths strategy of proposing such recording and communication functions as the next generation of e-book standard, or special standard (EPUB 3.0 for education) is needed. Future research in this study will implement open source program with the proposed open digital textbook standard and present a new educational services including Big Data analysis.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.45-62
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• 2008

The purpose of this study was to investigate middle school home economics(HE) teachers' perception and needs on self supervision related to HE subject matter, Using the methods of survey and interview, 177 samples were collected. For collected surveys, mean value, standard deviation, frequency, percentage analysis were performed by using an SPSS/Win (ver10.1) program. The results of this study were as follows. First, the middle school HE teachers recognized that self supervision related to HE subject matter was absolutely needed to expand the improvement of techniques for teaching instructions and the width of knowledge on the studies on textbook. Second, the middle school HE teachers recognized the necessary parts of self supervision related to HE subject matter as HE teaching-learning methods, the studies on textbook contents, and HE education philosophy in order. Third, the middle school HE teachers recognized that it would be helpful in improving their HE class and expertise in order of field survey, participation in various training programs, utilization of mass media, participation in societies for researches and meetings and information sharing with co-teachers among the types of self supervision. Fourth, the middle school HE teachers needed the reduction in miscellaneous duties, less pressure for time, restoration of teachers' desire, support of physical resources (improvement of various environments such as classrooms and special rooms), economic support and various support programs (expanding the opportunities to participate in training and society and establishment of a database for relevant materials, etc.) to facilitate self supervision. As such, the middle school HE teachers' overall recognition on HE-related self supervision became significantly higher. To enhance the HE-related expertise, however, it would be necessary to conduct concrete and active support for HE education, philosophical area and the studies on textbook contents as well as the teaching-learning methods for HE in which teachers' demand was high. In addition, the HE teachers wanted to have an easy and quick access to various HE-related data; therefore, it would be urgent to summarize scattered relevant data and support the HE teachers more systematically.

• Journal of the Korean Institute of Educational Facilities
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• v.1 no.1
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• pp.33-40
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• 1994

This study was taken to increase efficiency in reviewing documents of school facilities from the network of ERIV(Educational Resources and Information Center, USA). Outline of the ERIC network, and the structure, role, function of the ERIC thesaurus are introduced. A thesaurus have developed for information retrieval purpose provides the filing labels which permit information to be stored by one person and retrieved by another. As an information system grows, its thesaurus is systematically built and refined to the point where it represents, in a very special sense, the vocabulary of subject field. The Thesaurus of ERIC Descriptors represents such a vocabulary for the field education. An understanding of its origins, its function and its limitations, is just as important to the teacher, the student of education or the educational researcher as it is for the indexer or custodian of the information pool it represents. If the Thesaurus is understood and used in an appropriate way, it can give all educators not only insight into the ERIC system but also an increased awareness of the language of their field. A great many terms are necessary to describe the many aspects of education, and the task of relating them in even an approximately consistent way is an enormous one. The undertaking should be managed by people who not only know what they are talking about but who also should be able to predict what people in their field are lilely to be talking about in the near future. It should also enlist people who are willing to pay term to another within the system. To engage a large number of these two kinds of people over a long period of time is very likely to cost a great deal of money. There is very little proprietary value in producing such a list of terms, for it can very easily be copied, adapted, updated, etc. Thus, because of its high cost and low proprietary value, it becomes a task likely to be funded only by a government. A government has many ways of spending its money. However, after the decision has been made to spend money to produce an authority list, one must decide how this authority is to be delegated. The history of the development of the ERIC Thesaurus is the history of how this authority was delegated. Scientific research has thrived on efforts to define terms as precisely as possible. It is difficult to say with certainty, however, that solutions to social problems have thrived on a simple diet of scientific research. Contemporary crises demand new and imaginative ways of conceiving problems and talking about them. If this Thesaurus or any other scheme for normalizing or controlling language inhibits in the slightest measure the creative use of language, it is against it use. Only if the principles and details of the Thesaurus are misunderstood can it be used as a constraint on language in a negative sense. Students of education of every kind should see the The-saurus as an opportunity to become increasingly self-conscious about their language and thus about their assumptions and their approaches to educational problems.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.213-226
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• 2002

The purpose of this research is to direct the 7th national primary science curriculum to be performed properly. The research is based on the questionnaire to investigate the primary teachers' appreciation of the curriculum. The questions are about the general aspect of the 7th curriculum and special treatises on science curriculum. Questionnaires were distributed to 1000 teachers, and 822 teachers answered them. According to the survey results the teachers' thoughts were as following: First, there must be enough time to develop a new curriculum. It is not desirable to change the old curriculum totally. There should be some continuity between the old and the new curriculum. Second, teachers appreciated that the learning resources and supplements were helpful, and interested students. Teachers thought that If equipment at class or school was not enough. Third, according to them the hierarchical structure of science curriculum was appropriate, but the contents need to be improved. Fourth, most teachers restructured the 7th science curriculum to adapt it to the class and school. They cooperated with one another in teaching science, and applied diverse teaching-learning methods according to the curricular contents and the grade levels. Teachers tried to evaluate all aspects of the students with various methods, but they felt it was hard. They were not active in developing evaluation tools as a team, and in objectifying the information about students. Fifth, teachers felt it was hard to implement the science curriculum according to different levels of the students. Based on the survey of teachers' thoughts, the following can be suggested for successful implementation and reorientation of the curriculum. First, teachers need learning opportunities to appreciate and adapt the 7th curriculum creatively. Second, they need guidances in implementing the different levels of the curriculum, and the information about the appropriate resources for it. Third, we need to control the relative difficulty of the curricular contents, and reduce the hours and quantity of the study. Fourth, we need to improve the school equipment and facilities. Networking and cooperation among education-related institutions are essential for better education. Fifth, it is desirable to develop concrete and diverse teaming models.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.515-530
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• 2016

Recently an extensive study of the mathematicians who have overcome the visually impaired and contribute to the academic in math was published. In the case of Korea, we can find there are mathematicians who have overcome physical disabilities such as cerebral palsy and polio. However there is no example of blind person who majored mathematics to become a mathematic's teacher or professor and have entered any mathematics related professions. This let us to study the reasons that caused difficulties to visually impaired students majoring in mathematics. We also suggest ways that may help blind students to have access to mathematics intuitively. In this study, we propose a tactile mathematics textbooks and teaching manuals utilizing 3D printing which the visually impaired students can touch and feel. We can supply such materials to visually impaired youth, special education teachers and parents in Korea. As a result, visually impaired students will be able to access mathematics easily and can build their confidence in mathematics. We hope that some blind students with mathematical talent do not hesitate to major mathematics and choose career in mathematical professions.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.101-116
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• 2022

This study aims to apply the problem-based learning method to a college course on 'Consumer Studies' in a teacher education program. The participants of this study were 27 undergraduate students who were enrolled in the course. The PBL class was implemented for seven weeks using two problems: proposing special lectures on economic concepts and financial consulting. The effectiveness of PBL was analyzed through self-reflective journals, self-assessment, and a learning satisfaction survey of students. The result of this study was as follows. Students achieved the learning objectives and strengthened their collaboration and communication skills with team members during the PBL process. Moreover, students improved their self-directed learning and problem-solving ability through the PBL class. The results of self-assessment, in terms of learning task performance, active interaction, and self-directed learning were generally high at 4.63 points. In addition, the overall learning satisfaction level was very high, with a score of 4.75. The results will provide effective information on PBL classes to instructors and prospective teachers and will be used as data for learner-centered PBL classes.

• Journal of the Ergonomics Society of Korea
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• v.33 no.2
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• pp.109-124
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• 2014

Objective: This study was conducted for one-hand users including hemiplegic clients currently using general folding manual wheelchairs, so as to analyze their specific problems and recommend solutions regarding usage. Background: Traditional manual wheelchairs require considerable use and control of both hands for operation, thus adaptations become necessary for individuals with asymmetrical use of hands. Method: Thirty hemiplegic clients who were admitted to rehabilitation and convalescent hospitals participated as subjects. The research tools were general folding manual wheelchairs commonly used by people with impaired gait, and the Wheelchair Skills Tests (WST) WST-M/WCU 4.1 version was adopted as the assessment tool. All participants were asked to fill out questionnaires on demographics and wheelchair usage characteristics. Assessment procedures were performed with currently used manual wheelchairs and with/without the use of foot to control the wheelchair. Results: When the participants drove folding manual wheelchairs without the use of foot, even the lowest failure rate among the WST items tested recorded 96.7%. On the contrary, with the use of foot in maneuvering the wheelchairs, failure rates dropped noticeably and success rate among the WST items tested was as high as 86.7%. Conclusion: These findings imply that the use of one-arm (hand) propellable (drivable) wheelchair can be an active and effective solution in resolving problems for hemiplegic clients using existing manual wheelchairs. As such, the government should provide institutional support to further develop and distribute this device or technology, and promote relative research in tandem. For now, the supply of commercially available device to hemiplegic clients is deemed urgent and also a mechanism to provide the devices and relevant services. Application: This study offers viable solutions for hemiplegic clients who rely on existing manual wheelchairs to increase their mobility and occupational performance.

• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.353-359
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• 2020

The purpose of this study is to analyze the TPACK differences between pre-service and in-service teachers in China, and determine demographic influence variables on the differences between them. The participants of this study were 567 teachers, including 335 pre-service teachers and 232 in-service teachers from Ningxia, China. The results are as follows: First, The in-service teachers in the seven areas of TPACK scored higher than those of pre-service teachers; Second, The comparison of the average difference between teacher division and gender shows that the two factors have an interactive effect on TK. This study is meaningful because it compared the TPACK differences between pre-service and in-service teachers, and found out the effect of gender interaction on the differences in China; It provides practical suggestions for improving the TPACK ability of Chinese teachers. Finally, the discussion was conducted based on the results, and a follow-up study was suggested.