보편적 학습설계의 원리를 적용한 학습지도안 분석 연구

우정한 ( Jeonghan Woo ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2015 지적장애연구 Vol.17 No.3

2000년대 초반 보편적 학습설계의 원리가 국내에 소개된 이후, 해당 주제에 대한 특수교육 학계의 관심은 점차 높아지고 있다. 그러나 통합교육 활성화를 위한 보편적 학습설계의 당위성에도 불구하고 현장 적용 가능성에 대한 의문점은 여전하다. 이에 이 연구는 보편적 학습설계의 원리가 적용된 학습지도안 분석을 통해 실질적 특성을 탐색하는데 목적이 있다. 4편의 선행연구에서 7건의 학습지도안을 보편적 학습설계 가이드라인 2.0에 따라 분석한 연구 결과 첫째, 특수교육대상자가 포함되어 있지 않은 일반학급을 대상으로 하는 학습지도안에는 다양한 방식의 표상 제공 원리 적용 정도가 그리고 통합교육 장면을 고려한 학습지도안에는 다양한 방식의 행동과 표현수단 제공 원리의 적용 정도가 높았다. 둘째, 보편적 학습설계의 개념을 기본교육과정에까지 확장한 학습지도안에는 다양한 방식의 표상을 제공하는 원리와 다양한 방식의 행동과 표현수단을 제공하는 원리가 동일하게 반영되어 있었다. UDL을 위한 31개의 세부 지침 중 공통교육과정 및 기본교육과정 적용 학습지도안에 실질적으로 반영되어 있는 것은 13개 수준에 지나지 않았다. 이상의 연구 결과에 대해 논의하고 보편적 학습설계에 대한 진일보된 연구를 위해 현실적인 학습지도안 구안 및 실증적 자료의 축적에 대해 제언하였다. Since the early 2000s, the principles of universal design for learning(UDL) introduced in the country, has a interest in special education academics on the topic is increasing gradually. Despite the necessity of UDL for inclusive education activation, questions about field application possibilities are still remain. In this study, analysis for lesson plan which written after textbook study, learners study and purposed to explore the applicability site of UDL. The results of this study were as follows: First, there is only very limited principles and guide lines applied. Second, educational authority guarantee for students with disabilities than the general students, compensation aspects of the disorder puts more weight. Third, Some subjects, such as art class and music class have been applied to the center. In the discussion on the basis of the result, looked at the ways to improve the field applicability of activation of UDL. Finally, there are many difficulties to applying the principle of UDL. However, it will be necessarily reflected due to the theoretical validity. so it was suggested that we should strive to be recognized and utilized in a more positive application of UDL.

보편적 학습설계 기반 음운인식 프로그램이 다문화 읽기곤란학생의 음운인식능력에 미치는 효과

신은선 ( Shin Eunsun ),우정한 ( Woo Jeonghan ),김용욱 ( Kim Yongwook ) 대구대학교 한국특수교육문제연구소 2020 특수교육저널 : 이론과 실천 Vol.21 No.3

[Purpose] Multicultural students have difficulty in reading due to a lack of awareness of spoken language and phonological system caused by the influence of the family environment. Therefore, it is necessary to teach phonological awareness for reading which is the most important in school learning. The purpose of this study is to develop a phonological awareness program based on the universal design for learning and apply it to multicultural students with reading difficulties to see the effects of the program. [Method] A total of 15 sessions of phonological awareness program were applied to two multicultural students with reading difficulties in elementary school. [Results] First, based on the phonological awareness development stage and the phonological awareness characteristics of the multicultural students with reading difficulties, 15 sessions of phonological awareness program using UDL was developed. The five areas of the program are reading consonants and vowels, syllable recognition, body-coda recognition, onset-rhyme recognition, and phoneme recognition. Second, as intervention progressed, phonological awareness ability of students was improved. [Conclusion] The UDL-based phonological awareness program was effective in improving phonological awareness ability of multicultural students with reading difficulties.

장애학생 소프트웨어 교육에 대한 특수교사의 인식과 요구

김동규 ( Kim Dongkyu ),우정한 ( Woo Jeonghan ) 대구대학교 한국특수교육문제연구소 2021 특수교육저널 : 이론과 실천 Vol.22 No.2

[Purpose] This study aimed to investigate the perceptions and needs of special education teachers who teach SW education for students with disabilities for effective SW education. [Method] A questionnaire survey was conducted on 153 special education teachers through an online method. Response results were analyzed by frequency analysis and χ²-tests. [Results] First, the perception of special education teachers about the purpose, domain, and background knowledge of SW education for students with disabilities were generally high, but the teachers' ability to teach SW education was somewhat low. And the teachers' perception of the necessity of SW education, AI education, and Maker education for students with disabilities was high, and it was perceived that SW education had a positive effect on improving the ICT abilities, career search and sociality of students with disabilities. In addition, the organization of the SW curriculum, teacher training, and policy support were perceived as relatively appropriate, but the general or negative perception was high in SW education operation, difficulty, and development·distribution of materials. Second, regarding the needs for SW education for students with disabilities, development·distribution of SW education materials and teaching competency are required and it was perceived that it was appropriate for the SW education to be conducted by a teacher in charge of the ICT subject. [Conclusion] For effective SW education for students with disabilities, implications were suggested based on the perceptions and needs of special education teachers.

특수교육에서 코로나19 연구현황 분석

이학준 ( Lee¸ Hakjun ),우정한 ( Woo¸ Jeonghan ) 대구대학교 한국특수교육문제연구소 2021 특수교육저널 : 이론과 실천 Vol.22 No.3

[Purpose] The purpose of this study was to review the current status of research on special education during the COVID-19 pandemic in Korea. [Method] The research method was a quantitative research method. [Result] During the COVID-19 pandemic in Korea, special education had characteristics of non-face-to-face, non-contact, and social distancing. Most of the studies are related to online classes, while others are related to a variety of different topics. [Conclusion] The results of this study suggest that pending issues of special education should be prioritized during the COVID-19 pandemic. The most urgent task is to ensure effective classes for all special education students during the pandemic. This is a problem that all relevant parties, including teachers, students, and parents, must solve together.

UDL 기반 멀티미디어 단어인지 프로그램이 읽기곤란학생의 단어인지능력에 미치는 효과

문경아 ( Moon Kyungah ),우정한 ( Woo Jeonghan ) 대구대학교 한국특수교육문제연구소 2020 특수교육저널 : 이론과 실천 Vol.21 No.1

[Purpose] Students with word recognition difficulty in lower grades of elementary school need early intervention, because these difficulties are accumulated and students are likely to experience failure and frustration in reading. The first purpose of this study is to develop a multimedia-based word recognition program that integrates a variety of forms of information with Universal Design for Learning to enable educational participation and access to students with diverse educational needs for teaching word recognition to Students with reading difficulties. The second purpose is to see the effects of this program by applying this to elementary students with reading difficulties. [Method] A total of 21 sessions of word recognition programs were conducted for three students with reading difficulties in elementary school. [Results] First, based on the reading development stage and the word recognition characteristics of the students with reading difficulties, we developed 21 sessions of word recognition program using UDL and multimedia. Second, as intervention progressed, word recognition ability of students was improved. [Conclusion] The UDL-based multimedia word recognition program was effective in improving word recognition ability of students with reading difficulties.

특수교사의 인공지능교육 관심도 분석

김동규(Dongkyu Kim),우정한(Jeonghan Woo) 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.17

목적 본 연구는 특수교육에서 인공지능교육(이하 AI교육)의 도입에 있어 특수교사의 AI교육에 대한 관심도를 알아보고, 이를 통해 AI교육을 특수교육 현장에 효과적으로 적용하기 위한 시사점을 도출하고자 하였다. 방법 특수교사의 AI교육 관심도를 파악하기 위해 현직 특수교사 237명을 대상으로 Stages of Concern Questionnaire(SoCQ) 검사도구를 사용하여 온라인 방식으로 조사를 실시하였다. 자료처리는 빈도와 비율을 통해 연구대상의 일반적 특성 및 SoCQ 하위 단계별 강도 백분위 점수를 알아보았고, 특수교사의 배경변인별 AI교육 관심도 차이를 비교하기 위해 t-test 및 분산분석(ANOVA)을 실시하였다. 결과 연구의 결과는 다음과 같다. 첫째, 특수교사의 AI교육에 대한 관심도는 높았고 AI교육 관심 프로파일 유형은 비사용자(Nonuser) 프로파일과 유사하였다. 둘째, 성별과 근무기관에 따른 AI교육의 관심도는 통계적으로 유의한 차이가 없었으며, 학생의 장애유형에서는 3단계(운영)를 제외한 모든 단계에서 감각 및 지체장애 학생을 지도하는 교사의 관심도가 높았고 유의차가 나타났다. 셋째, 교직경력에서는 교직경력이 높을수록 AI교육에 대한 관심도가 높게 나타났고, 학력에서도 학력이 높을수록 AI교육 관심도가 높았으며, 교직경력과 학력에서 모두 유의한 차이가 있었다. 넷째, SW교육 관련 연수시간 및 AI교육 관련 연수시간에서는 SW교육과 AI교육 모두 연수시간이 많을수록 관심도가 높았다. 다섯째, SW교육 지도역량에서는 SW교육 지도역량이 높을수록 AI교육 관심도가 높았고, AI교육 지지도에서는 AI교육 지지가 높을수록 관심도도 높았다. 결론 이러한 결과에 따라 특수교사의 AI교육에 대한 관심도를 높이기 위한 방안으로 특수교육에서 AI교육이 효과적임을 특수교사에게 홍보하고, 장애유형에 따른 AI교육 방법과 교수학습 자료 등을 충분히 제공할 필요가 있다. 그리고 특수교사가 AI교육 관련 역량을 함양할 수 있도록 연수과정 신설 및 전문가 협업기회 제공 등의 국가차원의 정책적 지원이 필요하다. Objectives This study sought to investigate special education teachers' interest in artificial intelligence education(hereinafter referred to as AI education) in the introduction of special education, and to derive implications for effectively applying AI education to special education fields. Methods In order to investigate the interest in AI education of special education teachers, 237 current special education teachers were surveyed online using the SoCQ test tool. For data processing, the general characteristics of the study subjects and the intensity percentile score for each SoCQ sub-stage were investigated through frequency and ratio, and t-test and ANOVA were conducted to compare the difference in AI education interest by special education teachers' background variables. Results The results of the study are as follows. First, special education teachers' interest in AI education was similar to the non-user profile and their interest in the impact of AI education was relatively low. Second, there was no statistically significant difference in interest in AI education according to gender and working institution and in terms of student disability type, the interest of teachers teaching students with sensory and physical disabilities was high in all stages except stage 3(operation), a significant difference appeared. Third, in terms of teaching experience, the higher the teaching experience, the higher the interest in AI education. In terms of educational background, the higher the educational level, the higher the interest in AI education. There was a significant difference in both teaching experience and educational background. Fourth, in terms of SW education-related training hours and AI education-related training hours, the more training hours there were, the higher the level of interest in both SW education and AI education. Fifth, in terms of SW education competency, the higher the SW education competency, the higher the interest in AI education, and in terms of AI education support, the higher the support for AI education, the higher the interest. Conclusions According to these results, as a way to increase special education teachers' interest in AI education, promote AI education to special education teachers so that they can be effective and interested in students with disabilities, and provide sufficient AI education methods and teaching and learning materials according to the type of disability. Needs to be. In addition, national-level policy support is needed, such as providing opportunities for expert collaboration and establishing new training courses so that special education teachers can develop AI education-related capabilities.