특수교육 요구 학생을 위한 멀티미디어 활용

박순희(Sun-Hi Bak) 순천향대학교 인문학연구소 2008 순천향 인문과학논총 Vol.22 No.-

Within recent decades, the use of multimedia in special education has been explored and developed. The purposes of this study were to investigate current multimedia approach for students with special needs and suggest vision for applying multimedia in Special Education. There are a variety of new learning options that include multimedia and personalization for students with special needs. Multimedia system, including computer, could make students with disabilities involve active class working activities with higher motivation and interesting, and maximize the performance of their learning. Recognizing the limited development and empirical base of support for technology applications in students with special needs, attention must be given to designing and developing specialized applications to address their unique needs. In addition, intensive research should be explored further in relation to software development for special needs education. Special education teachers make effort to compile a list of learning needs, learning style and special activities to support the special needs of the learners with disabilities.

선천성 시각장애아동의 마음의 이론(theory of mind) 발달 연구

박순희 ( Sun Hi Bak ) 대구대학교 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.4

The purpose of this study was to investigate the development of theory of mind in the congenitally visually impaired, aged 4-12. Subjects were 48 students who are studying kindergarten and elementary levels in 3 schools for the blind in OOO district in South Korea. All subjects were individually tested on a battery of two perspective-taking tasks and four false-belief tests including changed location tasks and misleading appearance tests. The battery was designed to assess their understanding of false belief, that is, central aspect of social understanding. The subjects were given theK-WPPSI or K-WISC-III to determine their verbal intelligence. While increasing age significantly predicted gains in three kinds of tasks, there were significant differences of task performance scores between two age groups. There were no significant differences between scores of children with blindness and those with low vision. The subjects`` level of visual impairment and verbal intelligence do not contribute significantly to the development of perspective taking and understanding false belief. However, there were significant differences of task performance scores among three educational experience groups. Educational background is likely to account for developmental differences in the congenitally visually impaired. Additional research is needed to establish the exact nature between the visually impaired``s difficulties and other abnormalities in their development of pretend play and language comprehension and use. It would be very useful to seek qualitative information on visual and social experiences of the visually impaired.

시력정도에 따른 정상시력 이하인 학생들의 사회적 기술 특성 분석

박순희 ( Sun Hi Bak ) 대구대학교 한국특수교육문제연구소 2009 특수교육저널 : 이론과 실천 Vol.10 No.4

The purpose of this study was to investigate the characteristics of social skills of students below normal visual acuity studying in regular schools. The 73 subjects consisted of 34 students with corrected visual acuity of 0.05 to 0.3 and 39 students with corrected visual acuity of 0.4 to 0.9. Their general education teachers rated 53 items of Social Skills Rating Scale for Students with Visual Impairments(SSRS-SVI) with four-point Likert’s scale. As a result, there was no significant difference between SSRS-SVI total scores of two groups of students grouped by degree of visual acuity. In addition, there were no significant differences between scores of the two groups in self-control, social interaction, and social cognition factors. The mean total score was 3.33 and mean scores of several SSRS-SVI items were below 3.0. The mean score in self-control was higher than those in social interaction and social cognition. The results of this study imply that more structured social skills training included teaching a student to initiate and sustain interaction with other people, teaching a student to introduce himself to others, developing strategies with a student on ways to participate in conversation at the appropriate time, and so on. Therefore, it is necessary to intervene and facilitate the development of specific social skills of children below normal visual acuity. Especially, students with low vision require structured intervention strategies(for example, structured social skills training, peer-mediated social skills training, peer-support social skills models) to learn specific social skills in regular schools.

시각장애 학생과 일반학생의 영어 학습태도, 학습전략 및 학업성취도에 관한 연구

권혁일 ( Hyug Il Kwon ),박순희 ( Sun Hi Bak ) 대구대학교 한국특수교육문제연구소 2011 특수교육저널 : 이론과 실천 Vol.12 No.4

English education in school is important for both students with visual impairments and sighted students. This study investigated the attitudes, strategies and scholastic achievements of students with visual impairments and sighted students, and analyzed relevant variables for both groups as a means of providing basic data that may contribute to greater effectiveness in English education. The participants of the study were 122 high schoolers (56 students with visual impairments, 66 sighted students) studying in their second year. Scholastic achievements in both groups were measured using the English language evaluation results contained in the “2009 National-Level Scholastic Achievement Evaluation” report. In addition, the researchers used both student attitude and learning strategy questionnaires. The results of the study are summarized as follows: First, no significant differences existed between overall student attitudes to English language learning between students with visual impairments and sighted students, but students with visual impairments rated significantly higher in the sub-category of “attitudes toward English language class”. Second, sighted students rated higher overall than students with visual impairments in their English learning strategies. Significant differences obtained in the sub-categories of meta-cognitive strategies and cognitive strategies. Third, there were significant differences in scholastic achievement between the two groups. The results of the national-level scholastic achievement evaluation report showed that sighted students rated higher overall than students with visual impairments. Fourth, student attitudes and strategies to scholastic achievement in English had overall significant impact only on those students possessing excellent scholastic abilities. Finally, there were significant effects in scholastic achievement among impairment status, learning attitudes and attitudes of curriculum, and meta- cognitive strategies. Learning attitudes, attitudes of curriculum, and meta-cognitive strategies affected their scholastic achievement. It is obvious that metacognitive strategies were the most effective factor. Therefore, in the English classroom, maximum educational support must be provided to raise academic achievement levels through producing effective attitudes and strategies in the learners. This study suggests that instructing learning strategies and attitudes, especially focusing on meta-cognitive strategies, will help both students with visual impairments and sighted students.

장애전담어린이집 학부모의 가족지원 요구조사 -충남지역 장애전담어린이집을 중심으로-

이옥등 ( Ok Deng Lee ),박순희 ( Sun Hi Bak ),정해동 ( Hae Dong Jeong ) 한국특수아동학회 2010 특수아동교육연구 Vol.12 No.4

The purpose of this study was to investigate parents` needs for family support of the day care center for young children with disabilities in the province of Chungnam. A total of 129 parents of children with disabilities participated in this study. As a research tool, the questionnaire was used to collect data on parents` needs for family support of the day care center for young children with disabilities. The results of this study are as follows: First, the participants need supportive programs of inclusive education for their children with disabilities and independent living and safety in their homes. In addition, they demand the development of policy on financial support for special education and related services which their children ask for their maximum development. Second, the most demanding programs are individualized counseling on nurturing their children as well as special training for improving relationship between children with disabilities and their family members. Third, the participants need services of special education teachers and therapists in their homes and having opportunities to participate community services. The results of this study imply that it is important to develop individualized family support programs which focus on special needs of their children with disabilities. These programs should be implemented in the day care center for young children with disabilities, their home, and community under collaboration of professionals.

전맹 대학생과 정안 대학생의 음악 감상 경험에 대한 언어적 서술 비교

박혜영 ( Hye Young Park ),정현주 ( Hyun Ju Chong ),박순희 ( Sun Hi Bak ) 대구대학교 한국특수교육문제연구소 2015 특수교육저널 : 이론과 실천 Vol.16 No.4

The aim of this study is to analyze the types of language used by college students with and without visual impairments. Participants of the in-depth interviews were students at universities in Seoul and Chungcheong-do. Ten participants were visually impaired and the other ten were normal sighted. Content analysis of the in-depth interviews revealed the following implications. First, visually oriented verbalism is observed among visually impaired people even when they can experience the same level of musical experience with normal sighted people. Highly observed is verbalism by contextual information which is naturally obtained in daily life, rather than verbalism by the media, or by learning. Second, K-LIWC was employed to examine the types of verbal description between comparing groups, high ratio of use of pronouns in the visually impaired was observed as well as that of the description of negative emotions. Third, compared to normal sighted people, visually impaired people more frequently use affective description and description via senses except vision. Through non-vision senses that substitute or compensate visual impairment, the visually impaired understand and express emotions that the normal sighted feel through vision. Last, in regards to episodic memory and situational depiction, normal sighted people frequently narrate episodic memories, while visually impaired people rather focus on situational depiction.