• 아동학회지
• /
• 제26권4호
• /
• pp.209-229
• /
• 2005

This study investigated kindergarten teachers'experience and perception of the practice of mainstreaming for young children with disabilities. Ethnographic research methodology included participant observation and in-depth interviews. Participants were 8 teachers of classrooms mainstreaming young children with disabilities. Results were that: most mainstreaming classroom teachers perceived the necessity of the practice of mainstreaming for young children with disabilities in the kindergarten. They felt the necessity of whole mainstreaming in the kindergarten. Most mainstreaming classroom teachers recognized that mainstreaming classroom teachers need to have professional knowledge for the successful practice of mainstreaming young children with disabilities in kindergarten.

• 한국직업건강간호학회지
• /
• 제32권3호
• /
• pp.111-120
• /
• 2023

Purpose: The gradual increase in the number of children with disabilities in Korea highlights the necessity for further research on the role of school health teachers in their care. This study explored the specific experiences of school health teachers in special schools through individual in-depth interviews. Methods: In this study, 11 school health teachers participated, and data were collected through individual in-depth interviews. Thematic analysis was employed to analyze the collected data. Results: The experiences of health teachers at special schools were classified into 5 themes and 13 subthemes. These included "concerns about working in special schools and attachment after working," "management of diverse diseases and ongoing, careful observation," "ambivalence regarding students with disabilities," "competences needed to care for students with disabilities," and "enhancing care education for students with disabilities: demanding institutional support." Conclusion: Effective student health management depends on open communication channels and the establishment of strong connections among health teachers, school personnel, and parents of impaired students. To enhance the quality of care for children with disabilities, specialized education programs to improve teachers' healthcare competency should be developed. Additionally, specific guidelines for the range of medical treatments provided by health instructors, should be devised.

• International Journal of Computer Science & Network Security
• /
• 제22권3호
• /
• pp.129-134
• /
• 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 Computer Science & Network Security
• /
• 제22권1호
• /
• pp.241-247
• /
• 2022

This study examines teachers' implementation of strategies to modify the aggressive behavior of students with intellectual disabilities in Saudi Arabia, to determine the obstacles to their real-world execution. In addition, it presents potential approaches to overcome the obstacles to implementing strategies with this group of students. The research employed a qualitative design using semi-structured interviews as a data collection tool and applied a thematic analysis. The study population comprised 35 teachers of students with intellectual disabilities and the study sample numbered six teachers. The interviews were conducted via different methods: three by phone, two face-to face, and one using the Zoom platform. The results revealed inadequate understanding among teachers of intellectual disability and behaviour modification strategies, and this affected their capacity to develop plans that were compatible with the needs of students with intellectual disability. The findings also identified multiple obstacles that impede teachers' implementation of strategies to modify aggressive behaviour among students with intellectual disabilities; the most important being the lack of input from a psychological specialist when developing programs to modify aggressive behaviour. In general, it is apparent that programs for modifying aggressive behaviour are neither structured nor complementary, due to the scarcity of administrators with sufficient knowledge and familiarity with the characteristics and personalities of students with intellectual disabilities. This study presents several recommendations, the most important of which is that teachers of students with intellectual disability should develop themselves through training courses to enable them to deal with these students and create treatment plans that include strategies and clear steps to modify the aggressive behaviour of students with intellectual disabilities. To support teachers, it is also necessary to remove the obstacles facing education centres by providing financial support to create an environment in which they can access the required devices and equipment in their classes.

• Child Health Nursing Research
• /
• 제18권3호
• /
• pp.127-134
• /
• 2012

Purpose: This study was conducted to investigate health issues of children with disabilities attending daycare centers, and to identify the way of teachers' management on child health. Methods: A cross-sectional descriptive study design was performed with a convenience sampling of 127 teachers from 19 daycare centers for children with disabilities and 175 teachers from 17 general daycare centers. A survey questionnaire was used to collect data, and the data were analyzed using the SPSS 17.0 program. Results: For the last one month, about 90% of the teachers working in daycare centers for children with disabilities had to care for sick children. When a child is sick, 50% of the teachers tended to contact with the parents of the child. The majority of the teachers caring for sick children experienced difficulties with no one available to give expert health care advice. Conclusion: The results of the study indicate that there are many health issues in daycare centers for children with disabilities and therefore health professionals need to be available to the centers. Specifically, health management services and programs need to be developed and provided for children with disabilities.

• 아동학회지
• /
• 제28권1호
• /
• pp.147-170
• /
• 2007

This study investigated the effect of circle activities about disabilities on preservice early childhood teachers' mainstreaming attitudes, teaching efficacy and teaching performance. Subjects were 40 preservice early childhood female teachers(20 each in the experimental and control groups). Experimental group circles met weekly for 4 hours over 24 weeks. Circle activities included viewing and discussing films and readings about disabilities, and observation and participation in mainstreaming classrooms of kindergartens and child welfare centers. Results were that the experimental group preservice teachers' attitudes and efficacy toward mainstreaming were positive in comparison with those of the control group. Experimental group preservice teachers' mainstreaming teaching performance improved by comparison with the control group.

• 한국생활과학회지
• /
• 제20권4호
• /
• pp.777-787
• /
• 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.

• International Journal of Computer Science & Network Security
• /
• 제22권9호
• /
• pp.348-352
• /
• 2022

This study aims to identify the obstacles to using interactive whiteboards for teachers of students with learning disabilities (LDs) in the Makkah region and to delineate any differences in the levels of these obstacles that can be attributed to the study variables: teachers' gender, academic qualifications, age, and years of experience. The researchers applied the descriptive survey approach to a sample of 123 teachers of LD students. To analyze the results, frequencies, averages, standard deviations, and relative weights were calculated. The results of the study indicated that the levels of the obstacles to using interactive whiteboards for teachers of LD students were moderate. No statistically significant differences in the levels of these obstacles were related to the variables of gender or age, whereas significant differences were found based on academic qualifications and years of experience.

• 특수아동교육연구
• /
• 제21권1호
• /
• pp.229-248
• /
• 2019

연구목적: 이 연구는 발달장애학생의 대학진학 지원에 대한 특수교사의 경험에 대해 살펴보았다. 연구방법: 연구 참여자는 특수교사 중 발달장애학생의 대학진학을 위해 발달장애학생을 지원한 경험이 있는 고등학교 특수교사 4명으로 선정하였고, 자료 수집은 개별면담을 통해 이루어졌다. 연구결과: 이 연구를 통해 도출된 결과는 다음과 같다. 첫째, 특수교사는 발달장애학생의 대학진학을 위해 입학 정보 제공 등 학생을 준비시키기 위한 다양한 역할과 노력을 기울여 왔다. 둘째, 특수교사는 발달장애학생의 대학진학을 희망하는 학부모가 자녀의 대학진학 결정 과정에서 합리적이지 못한 면이 많다고 하였다. 셋째, 특수교사는 발달장애학생의 대학진학 이후의 생활에 대해 우려하고 있었고, 발달장애학생이 진학할 수 있는 학과의 제한으로 일반교사 및 교육청 관계자 등과 협력적인 대학진학 지도의 필요성을 느끼지 못하고 있었다. 마지막으로, 특수교사는 발달장애학생의 대학진학을 위해 가정, 학교, 국가 등 다양한 차원에서의 지원이 필요하다고 하였다. 결론: 발달장애학생의 대학진학을 지원하기 위해 체계적인 부모교육의 제공, 발달장애학생의 자립생활과 자기결정능력의 내용을 포함한 대학진학 지도, 대학진학을 희망하는 장애학생을 위한 별도의 교육과정, 발달장애학생의 대학입학에 대한 정보를 제공할 수 있는 종합적인 입학정보시스템 등이 마련되어야 할 것이다.

• Educational Technology International
• /
• 제12권2호
• /
• pp.135-151
• /
• 2011

Recently, a wide variety of studies on future learning have appeared owing to rapid advances in information and communication technology (ICT) and increased discussion about core competencies in twenty-first-century learning. These studies, though insufficient in number, cover various fields such as architecture (design of the learning space), education (learning model), and technology (adaptation of mobile devices). However, these studies focus on mainstream students and do not discuss the future situation of inclusive education with regard to both mainstream and students with physical disabilities. Hence, in order to fill this gap, the present study explores the perceptions and ideas held by special education preservice teachers on the future learning space with regard to school design and peer-to-peer feedback. For this purpose, these preservice teachers' design proposals about future school were collected and analyzed. In conclusion, special education preservice teachers perceive the future learning space as an inclusive environment in which smart technology is incorporated. Future learning environment were categorized in terms of flexible, ubiquitous technology, physical and mental health, safety, and spaces with facilities for students with physical disabilities.