Earticle

This study was performed to identify the effects of 12 weeks soccer play on physical fitness and metabolic Syndrome risk factors in male intellectual disability students. Thirty male students with register of intellectual disability – aged between 13 ~ 17 years old – were classified into soccer program group(n=15) and control group(n=15). Body composition (body weight, BMI, % body fat), metabolic syndrome risk factors(abdominal obesity, systolic blood pressure, diastolic blood pressure, blood glucose level, TG, HDL-C), physical fitness factors (16m PACER, Modified Sit-up, Trunk flection) were measured. The results are as follows. 1) Blood glucose level significantly decreased after soccer program participation and is lower significantly Comparing to control group. 2) TG significantly decreased significantly after soccer program participation. 3) HDL significantly increased significantly after soccer program participation. 4) % body fat decreased significantly after soccer program participation. 5) 16m PACER decreased significantly after soccer program participation. 6) Modified Sit-up increased significantly after soccer program participation. 7) Trunk flection increased significantly after soccer program participation. Conclusion : 12 weeks soccer program improved high-density lipoprotein cholesterol, triglyceride, blood glucose level and could develop various physical fitness factors in male intellectual disability students. Additionally, it will improve the obesity with strengthening aerobic exercise component. Also, it could be useful exercise for not only intellectual disability students but also all adolescents through interesting soccer program.

The purpose of this study was to examine the level of objective control skill and performance criteria of students with intellectual disability at special school. Three hundred thirty one students with intellectual dis-ability were participated this study (M: 230, F: 101). Their aged was from 10-18 aged old. We had the test the objective control skill by video, ob-jective control skill consisted of overhand throwing, catching, kicking, hitting, dribbling. Data were analyzed using liner regression and calcu-lated mean, standard error, standard deviation and 95% confidence in-terval. Total objective control skill mastery was 47%, and hitting skill score was the highest than another subtest, the lowest performance skill was overhand throwing. There were showed that not significant difference object control skill in according to gender. Also not effect ob-ject control skill and subtest in according to age except dribbling. It was showed that significant effect objective control skill in according to dis-ability level.

The purpose of this study was to determine the relationship between the motor skills and the behavior problems of students with intellectual disabilities. The study participants were 117 students with intellectual disabilities who were between 7 and 25 years old (male, n=79; female, n=38) and attending special education schools in South Korea. Motor skill abilities were assessed by using the second version of the Bru-ininks-Oseretsky test of motor proficiency, which includes subtests in fine motor control, manual coordination, body coordination, strength, and agility. Data were analyzed with SPSS IBM 21 by using correlation and regression analyses, and the significance level was set at P<0.05. The results showed that fine motor precision and integration had a sta-tistically significant influence on aggressive behavior. Manual dexterity showed a statistically significant influence on somatic complaint and anxiety/depression, and bilateral coordination had a statistically signifi-cant influence on social problems, attention problem, and aggressive behavior. Our results showed that balance had a statistically significant influence on social problems and aggressive behavior, and speed and agility had a statistically significant influence on social problems and aggressive behavior. Upper limb coordination and strength had a statis-tically significant influence on social problems.

There is considerable overlap in the manifestations of intellectual dis-ability, autism, and developmental disability. We aimed to determine whether students with such disabilities have differences in their motor proficiency. We compared the motor proficiency of 82 students (age, 11 to 20 years) with different severities of intellectual disability (borderline, 11 students; mild, 27 students; moderate, 19 students), developmental disability (15 students), or autism (10 students). The Bruininks-Oseretsky Test of Motor Proficiency, Second edition was used to assess motor skills. The data were analyzed using descriptive statistics, independent t-tests, and analysis of variance. Compared to students with borderline intellectual disabilities, mild intellectual disabilities, or autism, those with moderate intellectual disabilities scored significantly lower on al-most all items regarding motor skill on the Bruininks-Oseretsky Test of Motor Proficiency. The results of this study provide key information for developing exercise programs to improve the motor proficiency and quality of life of children with various developmental disorders.

목적 : 이 연구는 초등 지적장애 학생의 수업 참여도 중재에 대한 단일대상연구의 특성을 확인하는 것이다. 연구방법 : 총 5편의 논문을 선정하여 일반적 특성과 단일대상연구의 질적 수준을 알아보았다. 결과 : 연구 대상자는 12명이었으며, 중재는 모두 교실에서 진행되었다. 연구 설계는 모두 중다 간헐 기초 선 설계를 사용하였다. 독립변인은 긍정적 행동지원, 장점강화활동, 자기결정교수학습모델, 자기점검법 등이었고, 종속변인은 수업참여 행동만을 측정(4편)하거나 수업참여 행동과 수업방해 행동을 함께 측정 (1편)하였다. 분석 논문의 질적 수준은 모두 높은 수준으로 확인되었다. 결론 : 초등 지적장애 학생의 수업 참여도 중재 연구들은 효과적인 중재를 제공하고 질적 수준이 높아 근거 기반중재로 유용함을 확인할 수 있었다.

Objective : The purpose of this study was to identify the characteristics of domestic single-subject research related to the participation of students with intellectual disabilities in classes. Methods : We investigated a total of five papers to determine the features and qualitative levels of the papers being analyzed. Results : A total of 12 subjects were studied, and experiments were conducted at all stages. All research used a multiple baseline design. The independent variables were the positive behavior support approach (2), the strength-oriented activities approach, the self-decision teaching and learning model approach, and the self-monitoring approach. As a dependent variables, there were four pieces set up exclusively for class participation behavior, and one that was set up mixed with class interruptions behaviors. The qualitative level of the studies to be analyzed was 100% of the high level. Conclusion : Through this study, single-subject studies that applied interventions related to participation in class for intellectual disabilities in elementary schools have confirmed that effective interventions were applied and that the quality levels were reliable.

본 연구는 지적장애학생 10명과 비장애학생 10명의 대상으로 경기도 안산시에 소재한 중학교의 1학년∼3학년 의 학생들로 연구 대상을 선정 하였다. 통계 프로그램으로는 SPSS Windows 25.0을 사용해서 자료를 처리하였으며, 연 구에서 사용한 통계 방법은 지적장애 학생 과 비장애 학생의 건강체력과 비만 정도를 알기 위해서 체력요인과 신체질량 지수의 평균 및 표준편차를 산출하였으며, 지적장애학생과 비장애학생의 건강체력과 비만 차이의 여부를 확인하기 위해 서 독립표본 t-test를 사용하여 실시하였다. 연구의 통계적 유의수준으로는 p<.05로 설정하였으며, 연구의 결과로는 중 학교 지적장애학생과 비장애학생 간에 심폐지구력과 유연성, 근력, 근지구력 및 순발력에 있어서 각각 통계적으로 유의 하게 차이가 있는 것으로 나타났으며, 지적장애학생과 비장애학생에 비만의 경우에서는 유의하게 차이가 없는 것으로 나타났다.

The subjects of this study were 10th grade students and 10 non-disabled students. For statistical programs, data were processed using SPSS Windows 25.0, and the statistical method used in the study was to calculate the mean and standard deviation of physical fitness factors and body mass index to determine the health and obesity of students with intellectual disabilities and non-disabled students. In addition, this study was conducted using the independent sample t-test to identify the differences in health fitness and obesity between intellectually and non-disabled students. The statistical significance level of the study was set at p <.05, and the results of the study showed that there were statistically significant differences in cardiopulmonary endurance, flexibility, muscle strength, muscle endurance, and responsiveness between middle and high school students with intellectual disabilities and non-disabled students. In the case of obesity, intellectually and non-disabled students were significantly different.

연구목적: 이 연구의 목적은 경기도내 특수학교 전공과 학생의 직업흥미검사 영역과 관련변인을 분석하고, 취업경험 유무, 특수학교의 직업교육·현장실습·취업직종에 대한 만족도 및 적합 직종에 대한 인식의 차이를 살펴보는 데 있었다. 연구방법: 경기도내 4개 특수학교 전공과에 소속되어 있는 총 50명(남 33명, 여 17명)의 지적장애 학생이 연구에 참여하였고, 검사도구로는 그림직업흥미검사(KEAD-PVIT)를 활용하였다. 연구결과: 첫째, 관련변인을 살펴본 결과, 직업흥미 영역 중 세탁영역에서 학년 간 차이가 발견되었으나 성별에 따른 차이는 발견되지 않았다. 둘째, 장애학생의 67%는 서비스 직종으로 취업하였으며, 취업경험이 없는 학생과의 비교에서는 직업흥미 영역에 따른 평균의 차이가 없었고, 학생의 만족도는 취업현장과 가까울수록 높아지는 경향이 있었다. 셋째, 직업흥미 영역에서 학생 간 취업경험 유무에 따른 차이점은 없었으나 직업교육의 만족도는 취업경험이 있는 학생이 경험이 없는 학생보다 평균이 유의미하게 높았다. 넷째, 직업흥미에 관한 선호직종의 일치도에서는 학생이 교사보다 선호직종에 대한 일치도가 높은 것으로 나타났다. 시사점: 후속연구를 위한 시사점 등이 제안되었다.

Purpose: The purpose of this study was to exam the vocational interest areas of students with intellectual disabilities and its associated variables, the effectiveness of occupational experiences, the degree of satisfaction of vocational education·practice·vocational placement areas, and the participants’ perceptions toward appropriate occupational areas. Method: A total of 50 Students(33 men, 17 women) with intellectual disability in post-secondary special schools, located in Gyeonggi-do, participated in this study, and as a main tool, the Pictorial Vocational Interest Test(KEAD-PVIT) was used to fulfill the purpose of this study. Results: There was a mean difference in educational levels, but no mean difference was found in a gender variable. 67% of the students with work experiences were found to have work experiences in the service areas, but no mean difference was found in vocational interest areas when compared to the students with no work experiences, and the satisfaction of vocational education was closely associated with a real work experience in which the satisfaction ratings tended to be more highly valued when those with work experiences were more exposed to the on-the-job training and the real work settings. Finally the students showed more consistency between the selected areas of vocational interest and their vocational type preferences when compared to the teachers. Implications: The conclusions and limitations of this study were discussed.

In this paper, an analysis was carried out to explore the effects of 12-week inline skate training on changes in basal physical strengths (muscular power, cardiopulmonary endurance, flexibility, explosive muscular strength, agility, balance, etc.) of the students with intellectual disability. For this purpose, 20 subjects were selected by the purposive sampling method among the students aged 17-19 with intellectual disability who were enrolled in a special school in J city, Jeollabuk-do and were assigned to the experimental group. The group underwent 60-minute long inline skate exercises 3 times a week during the program. Each time before and after the training, the basal physical strength of the trainees was tested. The variances used for measuring the basal physical strength in this study included muscular power by sit-up, cardiopulmonary endurance by long run, flexibility by trunkflexion, explosive muscular power by standing long jump, agility by shuttle run and sense of balance by foot balance. Matching samples were all put to t=test to examine the difference in the data measured before and after the training. From the analysis of the data measured before and after the training, it became evident that the 12-week inline skating program was very effective in promoting such basal physical strengths of the students with intellectual disability as muscular power, cardiopulmonary endurance, flexibility, explosive muscular strength and sense of balance, with statistically significant difference in each item revealed, though.

This study has a purpose that we help intellectual disability students improve body coordination by applying systematic underwater exercise program to them who fall behind body coordination. In order to achieve this purpose, We select three students of the first form in the middle school living in the D children advancement center located in Kyunggi province and we select two students of the second string and one student of the third string about the degree of retardation. The method is we put in operation withdrawal design of single subject research. Body Coordination Test tool is used by plans of A(Baseline)-B(Intervention)-A'(Return to Baseline) for administration of data and we analysis the result records through graphic analysis, moving these to a chart. After we analysis the data, we get the results like these through the process of study. First, Aquatic exercise participation affects on equilibrium disposition of intellectual disability students. Second, Aquatic exercise participation affects on promptitude disposition of intellectual disability students. Third, Aquatic exercise participation affects on shift disposition of intellectual disability students. Fourth, Aquatic exercise participation affects on sex distinction of intellectual disability students. Fifth, Aquatic exercise participation affects on disorder degree of intellectual disability students

장애학생의 교육 효과를 높이기 위해서는 다양한 교수매체를 적극 활용하여야 한다. 최근 특수교육 현장에서 중요하게 부각되고 있는 기술 중에 하나는 증강현실 기법이다. 이에 모바일 기반의 자연스러운 마커 방식으로 기본 교육과정 5~6학년 나권의 4단원 '날씨와 생활'과 관련된 증강현실 콘텐츠를 개발하고, 지적 장애 학생의 과학과 교육에 대한 적용 가능성을 탐색하였다. 증강현실 콘텐츠 개발을 위해 특수교사 5명과 개발자 2명을 대상으로 포커스 그룹 면담을 실시하여 지적장애 학생의 학습 특성에 적합한 콘텐츠 설계 및 개발 지침을 마련하였고, 이에 근거하여 증강현실 콘텐츠를 개발하였다. 증강현실 콘텐츠의 적용 가능성을 탐색하기 위하여 특수교사 23명과 고등학교 특수학급에 재학 중인 지적장애 학생 18명을 대상으로 사용성 평가를 실시하였다. 사용성 평가 결과 5점 만점에 특수교사 4.73점, 지적장애 학생 4.75점으로 나타났다. 본 연구 결과를 통해 지적장애 학생의 과학교육을 위해 증강현실 콘텐츠의 적용 가능성이 높음을 확인할 수 있었다.

Using various types of educational media plays an important role in educating students with disabilities. In recent years, augmented reality has emerged as an important technology that can increase the effectiveness of special education programs. This study developed augmented reality contents focusing on the theme 'Weather and Life' in the 'Na' unit of the Basic Special School Curriculum, and explored the possibility of applying the contents to the science education. The contents design instructions and educational programs for this study were developed based on a focus-group interview conducted with five special school teachers and two developers. To explore the possibility of applying the augmented reality contents, a usability evaluation was conducted with 23 special school teachers and 18 students with intellectual disability. The results showed that the augmented reality contents had a high level of usability as the special school teachers received 4.73 and the students with intellectual disability received 4.75 out of 5. As a result of this study, we can draw a conclusion that there is a high possibility of applying augmented reality contents to science education for students with intellectual disability.

연구목적: 본 연구는 국내 학술지에 게재된 지적장애학생 진로 ․ 직업교육 관련 연구 동향을 분석하여 향후 연구과제를 탐색하고 방향성을 제시하는 데 그 목적이 있다. 연구방법: 이를 위해 2010년부터 2019년까지 최근 10년간 등재 및 등재후보 학술지에 게재된 지적장애학생 진로 ․직업교육과 관련된 논문 79편을 분석하였다. 연구결과: 첫째, 연구대상은 학생을 대상으로 한 연구가 많았으며, 이 중에서도 고등학생을 대상으로 한 연구가 많았다. 둘째, 연구주제는 적용효과 연구가 많았다. 셋째, 연구방법은 실험연구가 많았다. 넷째, 실험연구에서 연구대상 수는 1∼3명이 많았으며, 연구대상 성별은 남학생이 많았다. 연구 회기는 20회 이상∼30회 미만이 많았으며, 연구 기간은 3개월 이상∼4개월 미만이 많았다. 연구설계는 단일대상설계가 많았다. 독립변인은 진로 및 직업교육이 많았으며, 독립변인 하위영역에서는 진로탐색 집단상담 프로그램, 지역사회중심 직업훈련프로그램, 자기결정 학습모형이 많은 것으로 나타났다. 종속변인은 개인적 요소가 많았으며, 종속변인 하위영역에서는 사회적응행동이 많은 것으로 나타났다. 시사점: 본 연구를 바탕으로 특수교육 현장에서 지적장애학생들을 위한 진로·직업교육의 방향성 및 시사점을 제시하고 후속연구를 위한 제언을 도출하였다.

Purpose: The purpose of this study is to analyze the research trends related to career and vocational education for students with intellectual disabilities published in the journal to explore future research tasks and present directions. Method: For this purpose, 79 papers related to career and vocational education for students with intellectual disabilities were analyzed in the journal for the last 10 years from 2010 to 2019. Results: First, there were many studies targeting students, and many of them were conducted on high school students. Second, there were many application effects studies on the subject. Third, there were many experimental studies were conducted on the method. Fourth, in the experimental study, the number of study subjects was 1~3, and the gender of the study subjects was many male students. The study sessions were more than 20 to less than 30 times, and the study period was more than 3 months to less than 4 months. There were many research designs for single-subject designs. Independent variables had many career and vocational education, and in the sub-areas of the independent variable, there were many career search group counseling programs, community-centered vocational training programs, and self-determination learning models. The dependent variable had many personal factors, and in the sub-areas of the dependent variable, there were many socially adaptive behaviors. Implication: Based on this study, the directions and implications of career and vocational education for students with intellectual disabilities were presented in the field of special education, and suggestions for follow-up research were drawn.

본 연구는 통합체육수업에서 지적장애학생의 수업소외를 최소화하여 과제 참여 및 수업의 효과성을 증진시킬 수 있는 수업모형을 개발하는 1년차 연구에 이은 2년차 연구로, 개발된 수업모형을 현장에 적용하여 효과성과 적용 가능성을 검증하고자 하였다. 이를 위해, 수도권에 위치한 C초등학교에 한 학기 동안 수업모형으로 적용하여 통합연구방법(mixed methodology)이 적용된 사례연구(case study)를 통해 수업모형의 효과성을 검증하였다. 비디오 자료는 신체활동수준과 사회적 상호작용을 분석하는 데 사용되었으며, 신체적 자기개념과 통합체육에 대한 태도는 대응표본 t-검증과 ANOVA를 통하여 분석하였다. 본 연구를 통하여 확인한 결과를 요약하면 다음과 같다. 먼저, C초등학교 사례를 통하여 통합체육수업모형에 의한 체육수업은 장애학생과 일반학생 모두의 신체활동수준과 사회적 상호작용, 신체적 자기개념에 긍정적인 영향을 미쳤다. 또한 통합체육수업모형에 의한 체육수업에 참여한 후 장애학생과 일반학생, 담당 교사의 통합체육에 대한 인식이 긍정적으로 변화하였으며, 장애학생의 수업소외가 감소되었음이 확인되었다. 이러한 결과를 종합하여 볼 때, 통합체육수업모형은 장애학생의 수업소외를 최소화 하면서 통합체육의 긍정적인 기능을 경험하게 하였으며, 일반학생에게도 부정적인 영향을 크게 끼치지 않는 것으로 나타났다.

The study was to examine the effectiveness and feasibility of teaching model to minimize an alienation and to improve an effectiveness and participation in inclusive physical education class(IPE) for elementary school students with intellectual disabilities(ID). To accomplish this purpose, case study based on mixed methodology was used. This research was conducted at C elementary school in Seoul metropolitan area. Video observation(physical activity level and social interaction), pre-pro test about physical self-description and attitude toward IPE were performed. t-test and ANOVA were used where appropriate. Additionally, qualitative data collection method was used. The findings could be summarized as follows: IPE based on teaching model increased physical activity level, social interaction, and physical self-description of students with and without ID. It was found that an attitude toward IPE of students with and without ID and teacher was positively changed and an alienation of students with ID was decreased through IPE based on teaching model. In summary, it revealed that teaching model for IPE not only decreased an alienation for students with ID but also do not influence task participation of students without ID in IPE.

본 연구에서는 초등학교 통합체육수업에서 나타나는 지적장애학생의 수업소외를 최소화하고 수업 참여를 이끌어낼 수 있는 통합체육수업모형을 개발하고자 하였다. 이를 위해, 교수체계 개발의 기본 모형이라고 할 수 있는 ADDIE(Analysis, Design, Development, Implementation, Evaluation) 모형을 적용하였다. 문헌 분석과 현장 연구, 설문 조사, 심층 면접 등의 방법을 통해 수업모형 개발에 필요한 개념과 구성 요소 등의 내용을 추출하였다. 기초자료 분석 결과를 바탕으로, 수업 참여자들의 사회적 상호작용 및 신체활동 수준을 증가시키고자하는 목표와 리더중심 모둠학습, 동료교수, 개별화교수 등의 구성요소 및 교수전략을 포함한 통합체육수업모형을 개발하였다. 개발된 수업모형은 예비 적용과 전문가 평가 등을 통해 내용을 수정 및 보완하였으며 타당도를 검증하였다. 이렇게 개발된 수업모형은 통합체육수업에서 장애학생의 수업소외를 최소화할 뿐만 아니라, 통합체육수업의 효과성을 증진시킬 수 있는 교수전략이나 지도방법 등을 개발하고자 하는 연구를 촉발할 것으로 기대된다.

The study was to develop a teaching model to minimize an alienation and to improve an effectiveness and participation in inclusive physical education class for elementary school students with intellectual disabilities(ID). In order to achieve this purpose, an ADDIE(Molenda, Pershing & Reigeluth, 1996) was applied, which was consisted of analysis, design, development, implementation, and evaluation. In the process of analysis, the documents analyses, field study, in-depth interview for experts group, and survey reports were carried out to obtain the information of basic concepts, important factors, and operation methods in teaching model. This teaching model has a characteristics or contents to fulfill the unique needs of students with ID, such as diverse activities before and after class, group learning, experiences of various roles and environments, diverse instructional strategies, class management based of documents, reflective group process. In addition, the process of this teaching model consists of plan and diagnosis, instruction, development, finish, and evaluation. This teaching model can promote student's self-directed learning ability through group organization and leader education before class and a notice of progression by group and leader meeting after class and have teacher assist and give an individual feedback to students with ID in class.

The purpose of this study was to prove effects of the swimming program for 12 weeks on CBC, WBC subtype, and blood pressure in students with mild intellectual disability. Targeting 16 students with intellectual disability, the experimental group was carried out the swimming program with 4 stations for 12 weeks. The control group wasn't treated for 12 weeks. By observing effects on each variable as for two groups before and after program, the following conclusions were obtained. First, the swimming program for 12 weeks had influence upon a rise in numerical value of RBC, Hg, Hct, MCHC out of CBC. Second, the swimming program for 12 weeks had influence upon a reduction in numerical value only of monocyte out of WBC subtype. Third, the swimming program for 12 weeks had influence upon reduction in blood pressure. As these results, the swimming program for 12 weeks can be known to have positively influenced RBC, Hg, Hct, MCHC, monocyte, and blood pressure among blood cells as for students with intellectual disability. To verify effects on blood cell through exercise, the positive influence is seen to be likely necessary for being verified upon blood cell through exercise, by inspecting the program, which was varied the exercise strength, and the maintenance period after training, and verifying a change right after exercise and in the recovery period rather than a change through blood-gathering when being stabilized.

[목적] 골프전공 대학생의 자발적인 지적장애인 자원봉사활동 경험만족이 전공만족과 골프태도 그리고 진로준비 행동에 어떠한 영향을 미치는지 알아보고, 학과적응과 골프산업 분야로의 진로선택을 할 수 있도록 도움을 주고 자 한다. [방법] 설문조사는 본 연구자와 함께 사전에 교육된 조사원 2명과 골프 전공수업을 수강하는 대학생들을 대상으로 실시하였으며, 설문지는 자기평가입법(self-administration method)으로 기입하도록 설명하고 자료를 수집 하였다. [결과] 도출된 결과를 살펴보면 연구가설 1, 2, 4, 5, 6은 채택되었으며, 연구가설 3은 기각되었다. 즉, 자 원봉사활동 경험만족은 전공만족과 골프태도에 유의한 영향을 미치며, 전공만족과 골프태도는 진로준비행동에 긍 정적 효과가 있는 것을 알 수 있다. [결론] 대학과 골프전공 학과에서는 전공자들의 경험만족을 위한 다양한 프로 그램을 통한 제도 개선이 필요하다고 사료된다. 또한 골프전공 대학생의 자원봉사활동에 대한 근거를 바탕으로 실질적인 기초자료를 제공하고자 한다.

[Purpose] The purpose of this dissertation is to investigate how satisfaction in experience of university students majoring in golf and their volunteerism activity for intellectually handicapped persons influence satisfaction in major, golf attitude and behavior to prepare for future course as well as to help them adapting to the department and selecting future course to the area of golf industry. [Method] Survey was implemented to 2 investigators who were trained with this researcher in advance and university students who took major lecture on golf. They were explained to prepare question paper with self-administration method and materials were collected. [Result] The drawn outcome shows that Research hypothesis 1, 2, 4, 5, 6 were adopted and Research hypothesis 3 was dismissed. Namely, satisfaction in experience through volunteerism activity is found to have significant influence on satisfaction in major and golf attitude and satisfaction in major & golf attitude is found to have positive effect on the behavior to prepare for future course. [Conclusion] It is thought that university & golf departments need to improve institution through diverse programs for major’s satisfaction in experience. Further, this dissertation intends to provide actual basic data on the basis of ground on volunteerism activity of university students majoring in golf.

The main purpose of this study was to investigate the effects of peer-yoked contingencies on the emissions of verbal episode exchanged among peers. The participants attended to a public school which is located in South Korea. They were partially included into regular classrooms. A multi-element design was used to identify a potential relation between dependent and independent variables. The independent variable was the implementation of board game activities involving peer-yoked contingencies. The dependent variables were the numbers of the conversational units and sequelics emitted in four different non-instructional settings: Board Game 1 (Blue Marble®), and Board Game 2 (The Game of Life®), art, and book. During two different board game activities, the experimenters provided Blue Marble® and The Game of Life® board game materials for free play. The participants were potentially required to complete the games together (i.e., peer-yoked contingency). Results showed that the participants emitted significantly more verbal exchanges among peers in the board game settings comparing to art and book settings.

목적 : 이 연구는 초등 지적장애 학생의 수업 참여도 중재에 대한 단일대상연구의 특성을 확인하는 것이다. 연구방법 : 총 5편의 논문을 선정하여 일반적 특성과 단일대상연구의 질적 수준을 알아보았다. 결과 : 연구 대상자는 12명이었으며, 중재는 모두 교실에서 진행되었다. 연구 설계는 모두 중다 간헐 기초선 설계를 사용하였다. 독립변인은 긍정적 행동지원, 장점강화활동, 자기결정교수학습모델, 자기점검법 등이었고, 종속변인은 수업참여 행동만을 측정(4편)하거나 수업참여 행동과 수업방해 행동을 함께 측정(1편)하였다. 분석 논문의 질적 수준은 모두 높은 수준으로 확인되었다. 결론 : 초등 지적장애 학생의 수업 참여도 중재 연구들은 효과적인 중재를 제공하고 질적 수준이 높아 근거 기반중재로 유용함을 확인할 수 있었다.

Objective : The purpose of this study was to identify the characteristics of domestic single-subject research related to the participation of students with intellectual disabilities in classes. Methods : We investigated a total of five papers to determine the features and qualitative levels of the papers being analyzed. Results : A total of 12 subjects were studied, and experiments were conducted at all stages. All research used a multiple baseline design. The independent variables were the positive behavior support approach (2), the strength-oriented activities approach, the self-decision teaching and learning model approach, and the self-monitoring approach. As a dependent variables, there were four pieces set up exclusively for class participation behavior, and one that was set up mixed with class interruptions behaviors. The qualitative level of the studies to be analyzed was 100% of the high level. Conclusion : Through this study, single-subject studies that applied interventions related to participation in class for intellectual disabilities in elementary schools have confirmed that effective interventions were applied and that the quality levels were reliable.

Purpose: The purpose of this study was to identify differences in comprehension and expression of the honorific system for intellectual disability students (IDS) and confirm need for education. Methods: The subjects were 15 students with intellectual disability, 15 children with normal development matched for language age to the students with intellectual disability, and 15 ordinary adults matched for life age to the adults with intellectual disability. They were asked to examine 12 questions each on comprehension and expression honorific system individually. Results: First, as a result of the honorific system test, IDS’s honorific system was increased as their language age (10, 11, and 12 years) increased, and there were differences among three groups with different language age. Also, for the result of honorific types (e.g., subject, object, hearer honorifics) and level of difficulty in the honorific question types (e.g., above average, average, below average), there was a significant difference between the three groups. Second, an analysis of the percentage of IDS group’s error responses to questions about the honorific system test showed that ‘raising the name’ and ‘woo-ri/jeo-hui’ questions had a high percentage of error answers. Conclusion: These results suggest that the IDS group is lower average to the honorific system than other groups. To use the honorific system is important to IDS group who starts social life soon because the honorific system is a communication method that respects the others. Therefore, it can be seen the honorific system education is necessary and suggests that IDS group needs to consider the types and difficulty levels in the education of honorific system.

정보통신기술의 발달과 컴퓨터의 보급으로 지적장애학생들이 자율적인 활동 시간에 컴퓨터를 활용하는 경우가 증가하고 있다. 본 연구는 지적장애학생들이 자율적인 활동 시간이나 여가 시간에 컴퓨터를 바람직하게 활용할 수 있도록 하는 방안을 모색하고자 지적장애학생들이 학교의 자율적인 활동 시간에 컴퓨터를 활용하는 분야를 조사하였다. 지적장애학생들이 자율적인 활동 시간에 컴퓨터를 활용하는 분야는 게임과 인터넷이 대부분이었고, 음악 감상, 문서작성, 타자 연습 등이 일부 나타났다. 게임은 대부분의 학생들이 접근이 쉬우면서 흥미로운 아케이드 게임과 자동차 경주 게임을 하고 있었으나 일부는 폭력성이 강한 게임을 하는 사례가 있었다. 인터넷 활용은 동영상이나 인터넷 TV 시청, 메일확인 등 구체적인 목적을 가지고 활용하는 경우도 있었으나 대부분 구체적인 목적이 없이 네이버와 야후 등 포털사이트를 많이 활용하고 있었다. 또한 일부는 싸이월드를 활용하고 있는 것으로 나타났다. 이러한 결과 바람직하게 컴퓨터를 활용도록 하기 위해서는 게임은 접근이 쉬우면서 폭력성이 없고 흥미가 있도록 개발 및 지원이 이루어지고 게임 활용에 대한 지도가 필요하다. 인터넷은 지적장애학생들이 쉽게 접근할 수 있는 인터넷 사이트의 제공과 인터넷 공간에서 개인정보 보호에 대한 교육이 요구되었다.

Advances in information and communication technology and the computer was more prevalent. So that, there is increasing case that intellectual disabilities are using computers in autonomous activity time. This study aims to find ways that intellectual disability student will take advantage using the computer in autonomous activity time. We surveyed the field of using computer in autonomous activity time of intellectual disability students, and analyzed. As a result, most intellectual disabilities were using computer for playing game and for accessing internet. Part of intellectual disabilities were using computer for listening to music, writing, typing exercise. Most of the intellectual disabilities were playing easily accessible and exciting game. however, some of the intellectual disabilities had violence and strong resistance the game. Some of intellectual disabilities were using the Internet for watching the Internet TV and the videos, for check e-mail, with a specific purpose. But most of the intellectual disabilities were utilized portal sites such as Naver and Yahoo, with no specific purpose. Some showed that taking advantage of Cyworld. These results, in order to take advantage using the computer in autonomous activity time, in field of game, there are need support for the development of the game with easily accessible and interesting, no violence. In addition, there is require a guide to take advantage of the game. In field of Internet, there are require to provide an easily accessible Internet site and privacy training in the Internet space.

본 연구는 지적장애학교 특수교사의 보조공학에 대한 인식과 활용 현황, 그리고 관련 요구를 분석하여 점차 증가하는 지적장애학생에 대한 보조공학 요구를 수용하고, 올바르고 적절한 보조공학 중재를 위해 필요한 보조공학 지원 방안이나 전략을 수립하는 데 도움이 되고자 실시하였다. 이를 위해 65명의 지적장애학교 특수교사를 대상으로 우편설문 방법을 통해 설문조사를 실시하였고, 그 결과를 분석하였다. 연구 결과, 지적장애학생 교육에서 보조공학의 필요성은 높게 인식되고 있었으나 활용 경험과 수준은 낮았으며, 보조공학서비스에 대한 교사의 자신감도 낮게 나타났다. 그러나 대부분의 특수교사가 보조공학 연수 및 교육에 대한 참여 의사가 있었고, 연수 내용은 특수교육 보조공학기기와 기기 활용 훈련에 대한 요구가 많았다.

The purpose of this study was to investigate the actual conditions and needs of assistive technology in educators for special school with intellectual disability students. The subjects of this study were 69 special educators who work at special school for intellectual disability students. Questionnaire was developed using a related article and collected by mail. Simple descriptive statistics were used for respondent characteristics, and for the status of cognition and utilization. The special educators for intellectual disability students reported having a less-than-average level of utilization and lower confidence for assistive technology service. But they had recognition that there is growing necessity of assistive technology for intellectual disability students. Our findings indicate that special educators for intellectual disability students need more opportunities for training in assistive technology. For effective integration of assistive technology into learning activities, there should be continuous and systematically support, such as college education, in-service training, and related seminars.