한국특수교육 전달체계의 쟁점과 향후 동향

김형일 국립특수교육원 2002 세미나 자료집 Vol.2002 No.-

지적장애 특수학교 중등특수교사의 개별화교육계획 운영 실태와 개선 방안

김형일(Kim Hyeung-il) 한국특수교육교과교육학회 2021 특수교육교과교육연구 Vol.14 No.4

본 연구는 개별화교육계획에 대한 지적장애 특수학교 중등특수교사의 IEP운영 실태와 향후 개선 과제를 탐색하기 위해 실시되었다. 이를 위해 특수학교 현장교사들을 대상으로 반구조화된 면담을 실시하였다. 그리고 IEP의 법적 조항, 개별화교육지원팀의 구성과 역할, 현행수준, 장․단기 목표 설정, 교육내용, 교육방법, 평가, 프로그램 평가, 행․재정적 지원 방안 등에 대한 실태를 파악하였고 이를 통해 향후 IEP의 개선 방안을 제시하였다. This study investigated the perception of practice of individualized education plans and search for improvement. The research method was the interview of six Secondary Special Schools’ Special Educators for Students with Intellectual Disabilities. As a result of study, First, this study suggested improvement of IEP about the related Law, Second, lack of cooperative approach of the role of individualized educational support team, Third, there was gap between the realistic curriculum and teaching in current level of learning performance, education goals, contents, education methods, evaluation plans, and there was a need for reinforcing the capacity of special education teachers and improving the specific operating system as an improvement plan for the individualized education plan. Based on the results, this study provided implication for improving individualized education plan and further research.

지적장애 학생의 중등 이후의 전환과 교육 방안: 대학 과정을 중심으로

김형일 ( Hyeung Il Kim ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2014 지적장애연구 Vol.16 No.3

본 연구는 지적장애 학생의 중등 이후의 전환과 교육 방안을 탐색하기 위해 실시되었다. 이를 위해 국내외 연구 논문 및 학술발표 자료를 검토하였다, 특히 대학과정을 중심으로 살펴보았다. 또한 현재 지적장애학생을 위한 중등 이후 교육 프로그램을 운영하고 있는 국내외 대학의 지원 실태도 파악하였다. 이를 통해 한국에서의 중등 이후 교육과 전환 유형으로 혼합·혼성 모델(mixed/hybrid model), 분리모형(substantially separate model), 통합모형(inclusive insividual model)의 적용가능성을 제시하였고, 중등 이후 대학에서의 중점 지원방안으로 개별화교육, 기관간 협력, 교직원들의 준비가 강조되었다. 그리고 효율적인 운영을 위하여 지적장애 학생의 사전 교육과 국가나 지방자치단체의 책무성과 적극적인 법 적용이 필요성이 제시되었다. The purpose of this investigation was to make suggestions for postsecondary transition and education for students with intellectual disability. By reviewing literature and data on postsecondary transition and education provided by universities for those students with intellectual disability, this study investigated the state of university support programs in terms of postsecondary transition and education. As a result of this review, the feasibility of mixed/hybrid model, substantially separate model, and inclusive individual model was introduced as a type of postsecondary transition and education. In addition, results indicated importance of individualized education, cooperation with institution, and professional preparation in an effort to support the university support programs. Furthermore, in order to manage those programs efficiently, the needs of advance education for students with intellectual disability and movement on legislation were discussed.

장애대학생 대학생활 만족도 및 요구 조사 연구

김형일 ( Hyeung Il Kim ) 한국특수아동학회 2012 특수아동교육연구 Vol.14 No.3

This study has been conducted for two major purposes to find needs and satisfaction about life of university about university students with blind, deaf and hard of hearing, and physical disabilities. According to the results, most students with disabilities are satisfactory about support for learning, convenient facilities, life of university, career and job, helper, dormitory. first, the present study investigated that teacher should modify their speech speed, text, evaluation and material. second, facilities of guide for students with blind should be revised and the exercise facilities for students with physical disabilities improved, third, according to the results, support program for transition education lacked to all group, so it should require developing and adaptation of career and vacational education in their major in college, forth, helper are need to take a training for helping students with disabilities, fifth, it should be supported facilities for their disabilities in dormitory.

사회적 정보처리 훈련이 학령기 이후 지적장애인의 직업 적응 능력에 미치는 효과

김형일 ( Hyeung Il Kim ) 한국지적장애교육학회(구-한국정신지체아교육학회) 2010 지적장애연구 Vol.12 No.1

초등부 장애아의 사회적 능력 특성에 관한 특수학교 교사의 인식 분석

김형일 ( Hyeung Il Kim ),신현기 ( Hyun Ki Shin ),유장순 ( Jang Soon Yoo ) 한국정서.행동장애아교육학회(구.한국정서학습장애아교육학회) 2004 정서ㆍ행동장애연구 Vol.20 No.1

촉각놀이가 발달지체유아의 자기자극행동 변화와 놀이 참여에 미치는 효과

손인경 ( In Kyung Son ),김형일 ( Hyeung Il Kim ) 한국특수아동학회 2007 특수아동교육연구 Vol.9 No.2

This study was purposed to analyze the effects of tactile sense play on the self-stimulating behaviors of the retarded infants. This study was conducted with the retarded infants from 3 to 4 years old when the basic senses are integrated according to Ayres (1972) theory on the 3-stepped sensory integration. This study included 3 infants who attended special preschool. This program to inspect the effects of tactile sense play on the self-stimulating behaviors resulted in as below. Firstly, in respect of the effects of tactile sense play on changing the self-stimulating behaviors of the retarded infants, it was effective to reduce the frequency of self-stimulating behaviors in the mediation and preservation stage in the infant group A, B and C compared with baseline. Secondly, the participation rate of the infant group A, B and C in the mediation stage was increased compared with baseline, which kept in the preservation stage in the test for the effects of tactile sense play on the participation rate of the retarded infants. Finally, the frequency of self-stimulating behaviors fell or kept in the infant group A, B and C through the mediation stage after ending the tactile sense play. In conclusion, it is expected that the tactile sense play facilitates the stimuli of the retarded infants and helps reducing the self-stimulating behaviors. In particular, the infants can form an intimacy with the facilitator through this program as they do activities with favorite materials in the tactile sense play, while stimulating the body.

특수교육대상자의 졸업 후 지역사회 고용에 따른 진로,직업교육 개선방안

정인숙 ( In Suk Jeong ),김형일 ( Hyeung Il Kim ),박재국 ( Jea Kook Park ) 한국특수아동학회 2008 특수아동교육연구 Vol.10 No.2

진로,직업교육을 위한 특수교육기관과 관련기관 간의 협력에 관한 연구

정인숙 ( In Suk Jeong ),김형일 ( Hyeung-il Kim ),박재국 ( Jea Kook Park ) 대구대학교 한국특수교육문제연구소 2008 특수교육저널 : 이론과 실천 Vol.9 No.4

The purpose of this research is to anaylze the statue of cooperation between special education institutes and related agency for career and vocational education according to the input and process factor. For this, we used a question survey as the general study method. The recipients are 1,005 people in charge of special education schools, special education classes, or special education support center. Those are as follows. First, as an input factors of the cooperation in related agency for career ; vacational education, a cooperation of human resource are appeared very dull. especially, in case of the schools for mentally retardation and emotional disturbance, they used mostly The Local Community Welfare Agency for The Disabled, but other schools for sensory impairment used mostly Korea Employment Promotion Agency for the Disabled Second, as a process factor, the major activation according to the curriculum linked lelated agency are field trip and on-the-job training, the schools conducted the evaluation by themselves. so they are needed linked evaluation methods to the related agencies for establishment of effective evaluation. and as an effective cooperation method for interagency linking, totally, they are needed organizing ‥integrated employment team…through the cooperation with each ministry of departments(Ministry of Education Science and Technology, Ministry of Health Welfare and Family Affairs, Ministry of Labor).

교사의 긍정적 행동지원이 지적장애 고등학생의 수업 중 문제행동에 미치는 영향*

조연길(Joe Yun-gil),김형일(Kim Hyeung-il) 한국특수교육교과교육학회 2018 특수교육교과교육연구 Vol.11 No.2

본 연구에서는 기능평가를 통해 특수학교 지적장애 고등학생 3명을 대상으로 문제행동 발생·비 발생과 관련된 중다 변인들을 판별하고 이를 근거로 중다 중재 전략의 긍정적 행동지원 계획을 고안하고 실시하여 중다 중재 전략의 긍정적 행동지원이 장애학생의 문제행동 감소와 일반화 및 유지에 미치는 영향을 살펴보았다. 본 연구에서는 A특수학교에 재학중인 3명의 지적장애 고등학 생을 실험대상자로 선정하였다. 본 연구의 기간은 6주간 진행되었고, 기초선 5회 동안은 학생의 문제행동 발생률을 측정하였다. 중재기간 16회 동안에는 학생의 긍정적 행동지원 전략으로는 선행 사건 중재, 대체행동 교수, 후속사건 중재와 같이 중다 중재전략을 사용하였다. 본 연구를 통해 얻 어진 결과는 다음과 같다. 먼저 대상학생 3명의 문제행동이 기초선에서 높은 발생률을 보였으나 긍정적 행동지원이 시작된 후 감소하였다. 그리고 대상학생 3명의 문제행동이 긍정적 행동지원을 통해 감소된 문제행동 발생률이 유지되었다. 이러한 결과를 종합해 볼 때 중다 중재 전략의 긍정 적 행동지원이 장애학생의 문제행동 발생률을 감소, 유지시키는데 효과적임을 알 수 있었다. This study judged multiple variables related to occurrence and non-occurrence of problematic behaviors by objecting 3 high school students with intellectual disabilities, and looked into effects of positive behavior supports of multiple mediation strategy on reduction of problematic behaviors from the students with disabilities, generalization, and maintenance after deducing and executing the plan based on the judgement. Research results are same as follows. first, problematic behaviors of 3 objected students showed high occurrence rate in the baseline, but the rate was reduced after positive behavior supports began. second, reduced occurrence rate was sustained through positive behavior supports in relation with problematic behaviors of 3 objected students. when synthesizing above results, a fact could be known that positive behavior supports of multiple mediation strategy were effective in reducing and sustaining the occurrence rate of problematic behaviors from the students with disabilities. as a proposal from these findings, it is expected that multidimensional follow-up researches could be expanded so as to be generalized to whole school, household, and community, even though positive behavior supports of teachers were limited to the special-education school in this study.