특수학교 자유학년제 운영에 대한 학교 관리자 및 특수교사의 인식과 경험

유장순 ( Yoo Jang-soon ),김대룡 ( Kim Dae-ryong ) 대구대학교 한국특수교육문제연구소 2019 특수교육저널 : 이론과 실천 Vol.20 No.2

The purpose of this study was to investigate about recognitions and experiences of status, effects, difficulties, efforts and needs for support on implementation of free school year system in special education school for administrators and special education teachers. 4 administrators and 10 special education teacher were interviewed in focus group interview method, using semi-structured questionnaires, which were analyzed by field notes and recording and transferring process through constant comparative methods. The results of this study are summarized as follows. First, each school has different conditions in implementation of free school year system in special education school. Second, Difficulties are lack of recognition of teachers about free school year system, lack of topic selection activities programming capacity and curriculum reconstruction. Third, Effects are the reinforcement of cooperation and communication between teachers, providing opportunities of acquiring new teaching method to teachers and providing various new experiences to students. Fourth, There was requests of various support needed. Based on the results of the study, we may discuss about the improvement direction for efficient implementation of free school year system in special education school.

발달장애 대학생의 여가활동 실태 및 선호도 분석

유장순 ( Jang Soon Yoo ),김의정 ( Ui Jung Kim ) 한국특수아동학회 2009 특수아동교육연구 Vol.11 No.2

특수학교의 미술교과 시간에 일반학생과의 협동학습이 자폐성 장애학생의 사회적 기술에 미치는 영향

유장순 ( Jang Soon Yoo ) 한국특수아동학회 2007 특수아동교육연구 Vol.9 No.2

The purpose of this study, through cooperative practices with students without disabilities in art subjects in a special school, was to investigate effects of cooperatives learning on social skill of students with Autistic Disorders. Subjects in this study were 4 students with autistic disorder who were four-grade students in a special school, and 48 students without disabilities who were fifth or sixth grade students in a general school. Over eight-months period, Data was gathered from periodic teacher`s interviews and through observation records on classes. This study was also carried out on pre- and post-test by means of Walker-McConnell Test in order to identify the accomplishment of social skill for these subjects. The results of this study were as follows : First, the application of the strategy of cooperation learning was effective about social skill of students with autistic disorder in which their teacher intervene and urge the process. In details, they controlled their emotion by themselves and also improved beneficial interaction with their peers. Second, there was positive effects on social skill preferred by peers in which students with autistic disorder wanted to continue relationship with them and they stare at their partner to communicate positively. Finally, the results of this study indicated that students with autistic disorder had positive effects on social behaviors and school adjustments, showing higher participation in academic subjects and higher improvement of self-support.

초등학교 통합학급에서 협력교수 실행에 관한 협력교사들의 인식 분석

유장순 ( Jang Soon Yoo ) 한국특수아동학회 2006 특수아동교육연구 Vol.8 No.2

The purpose of this study, through co-teaching practices in inclusive classrooms, was to investigate how to alter co-teacher`s attitudes and beliefs regarding co-teaching, what environmental and interpersonal factors facilitate co-teaching, and what are the benefits and limitations of co-teaching. The study site was an urban elementary school serving grades 2 and 3, with a total student body of 73, 7 of whom had identified disabilities. Three co-teachers participated within the classrooms. Over an eight-month period, data was gathered from periodic interviews and questionnaires with participants in this program, from classroom observations and journal writings made by the co-teachers. The findings of this study were as follows: 1. Co-teachers have changed their attitudes and beliefs about co-teaching implementation through the forming stage, the storming stage and the norming stage respectively. 2. Consistent communications and peer collaboration between co-teachers proved to be an important aspect in the success of co-teaching. In addition, having appropriate time to prepare, plan and evaluate was of equal importance and Obtaining the Principal`s permission and assistance for co-teaching facilitated the overall co-teaching performance, due to the fact that changes are required in school culture, and assistance is needed from the school administration. 3. There were clear benefits mentioned for both the students and the teachers through co-teaching practices. 4. Limitations of the co-teaching approach included the difficulty of routine adjustments in shifting from isolation to cooperation, loss of autonomy, lack of time to co-teach, perceived imbalance of workload and placement of the student with disabilities. Consequently, this study suggests significant potential for building up a cooperative professional practice through the use of co-teaching in inclusive classrooms. Study findings indicate that co-teaching can be considered a potentially valuable tool in the educational reform movement for full inclusion.

자기점검과 자기평가지를 이용한 자기관리 전략이 발달장애 대학생의 수업준비 및 과제수행행동에 미치는 영향

유장순 ( Jang Soon Yoo ) 대구대학교 한국특수교육문제연구소 2011 특수교육저널 : 이론과 실천 Vol.12 No.4

The purpose of this study was to investigate the effects of self- management strategies using self-evaluation sheet and self-monitoring through cellular phone on task execution acts and class preparation in English lessons for college students with development disabilities. The multiple baseline design across subjects was employed to examine the intervention and maintenance. The finding of this study through self-evaluation sheet and self- monitoring techniques using cellular phone was as follows: 1) The level of task execution acts in English class was upgraded. 2) The level of preparation for next English class was elevated. 3) These upgraded task execution acts were maintained highly during maintenance period. Based on the results mentioned above, This study implies that self- management strategies using self-evaluation and reporting its results to their school master through celluar phone has positive effects in helping students with developmental disabilities to be active and independent participants for their own behavior change in English Instruction.

특수학교 자유학기제 주제선택 활동 운영현황 및 지원방안에 대한 특수교사의 인식

유장순(Yoo Jang-soon),김대룡(Kim Dae-ryong),이옥인(Lee Ok-in),고혜정(Koh Hye-jung) 한국특수교육교과교육학회 2018 특수교육교과교육연구 Vol.11 No.3

본 연구의 목적은 특수학교 자유학기 주제선택활동 운영에 대한 전반적인 현황 실태와 지원방안에 대한 특수교사의 인식을 조사하기 위한 것이다. 연구 참여자는 전국 특수학교 161개교의 특수교사 588명이었다. 연구결과는 다음과 같다. 첫째, 주제선택활동은 ‘비교과 연계 활동’ 중심으로 실행되고 있으며, 교과(군)에서 증감한 시수를 바탕으로 주로 주당 2시간 편성하고 있었다. 둘째, 주제선택활동에 대하여서는 학생들에게 잠재능력이나 선호활동을 발견할 수 있는 기회를 제공한다고 인식하고 있었다. 셋째, 주제선택활동운영에 대한 지원 요구로는 활동과 관련된 교수․학습 자료 제공, 관련 프로그램(교육, 연수, 워크샵 등), 지역사회 연계 및 인프라 구축 등이 있었다. 또한 교사 연수 프로그램에서는 ‘범교과 주제 및 활동선정 방법’, ‘장애정도를 고려한 주제 활동’이 고려되어야 한다고 하였다. 넷째, 주제선택활동에 대한 특수교사의 인식 차이는 성별 및 연수유무에 따라 유의미한 차이가 나타났으나, 연령대, 교육경력, 자유학기제 참여유무 변인 간에는 차이가 없었다. 결국, 주제선택활동은 교사의 직무역량에 달려있는 만큼, 주제선택활동 참여에 대한 교사의 동기부여, 교사의 전문성 확보와 자율성 확보를 위한 노력이 병행되어야 할 것이다. The purpose of the study was to investigate about recognitions of special teachers on support plan and execution of topic selection activities in special school free semester. 588 special teachers who engage in 161 special schools were participated in this investigation. The results of this study are summarized as follows. First, Topic selection activities are implemented around extracurricular linked activities, mainly for 2 hours organization a week based on decrease of regular curricular hours. Second, Topic selection activities let students give opportunities of developing latent abilities and preferred activities. Third, Items for operation of topic selection activities are supply teaching-learning materials related activities, infrastructure linked community, education & training for related program which there should be also considered about cross-curricular topics & act selection method, about type & degree of disability. Fourth, there is significant in gender and existence/non-existence of training, but there is non-significant in ages and education career and activity participation. Based on the results of the study, we may discuss the job competency, participate motivation, professionalism and autonomy of teachers in charge of free-semester topic selection activities.

통합교육을 위한 특수교사의 직전교육 방향 탐색

유장순 ( Jang Soon Yoo ) 한국특수아동학회 2007 특수아동교육연구 Vol.9 No.4

저널 쓰기를 통한 발달장애 학생의 대학생활 경험과 인식 탐색

유장순(Yoo Jang-soon) 한국특수교육교과교육학회 2019 특수교육교과교육연구 Vol.12 No.2

본 연구에서는 발달장애 대학생의 저널을 분석하여 대학생활 경험과 인식의 의미를 알아보고자 하였다. 이를 위해 4년제 대학 2~3학년에 재학 중인 발달장애 대학생 28명을 대상으로 수업시간에 2회에 걸쳐 대학생활 경험에 대하여 반성적 성찰의 대표적인 방법인 저널쓰기를 실시하였으며, 자료 분석은 지속적 비교 방법으로 분석하였다. 연구결과는 다음과 같다. 첫째 대학생활은 자기결정력이 필요하며, 이를 통해 성장 및 성숙의 과정이 진행되고 있음이 확인되었다. 둘째, 대학교육은 다양한 교양 및 전공과목 수업을 통하여 내면화되고 발달하는 계기가 되었으며, 셋째, 폭넓고 다양한 대인관계 형성을 위한 재성장의 기회를 주고 있었다. 넷째, 대학생활을 통해 좀 더 구체적인 사회적 전환을 위한 진로지도가 가능함을 보여주고 있었다. 결국, 본 연구는 대학교육이 발달장애 대학생에게 다양한 영역에서 성장을 위한 새로운 열린 교육의 장이 되고 있음을 시사한다. 더불어 대학에서의 효과적인 교육적 성과를 위해서는 다양하고 체계적인 지원이 제공되어야 함도 시사하고 있다. The purpose of this study was to investigate a qualitative inquiry on the experiences and perceptions of college students with developmental disabilities(DD) through Journal Writing in self-determination class. Jounal writings which is representative methods on reflective introspection were conducted with 29 students with DD who currently attend 2~3 degree in 4-year college about experience and perception of college lifes by two times during class. Collected journals were categorized and analyzed, according to a qualitative analysis. The findings of the study was as follow. First, A college education provide a opportunity of new environmental adaptation, this will help student with DD to grow and to give a mature awareness progress. Second, A college education provide a opportunity of new personal relationship, this will help student with DD to regrow to make preparations for social skills. Third, A college education provide students with DD with emotional sense of stability in various aspects. Fourth, This study show possibilities of affording career guidance on students with DD for more concrete social transition through a college education Finally, This study show that A college education offer opened education venue in order for students with DD to grow in various aspects. These findings further suggest that various and systemic supports should be provided to accomplish effective educational outcomes.

특수교육지원센터의 진로 및 직업교육과 평생교육에 대한 운영현황 및 지원요구

홍은숙 ( Eun Suk Hong ),유장순 ( Jang Soon Yoo ),박경옥 ( Kyoung Ock Park ) 대구대학교 한국특수교육문제연구소 2011 특수교육저널 : 이론과 실천 Vol.12 No.1

The purpose of this study is to suggest recommendations of developmental support needs through FGI by examining the current nationwide status and local discrepancy of career & vocational education / continuing education of Special Education Support Centers. To achieve this purpose, This study executed lots of literature investigation and also surveyed 242 specialized staffs who were in charge of 98 nationwide Special Education Support Centers through FGI and questionnaire. The findings of this study are as follows: 1) It is less than average to manage career & vocational education/continuing education of nationwide Special Education Support Centers. In carrier vocational education, wide districts(urban) have more operative than medium/small districts and farming/fishing villages. In continuing education, there is no local difference between the scale of districts. 2) For the current status and problems in career & vocational education, There were lack of placement of specialized staffs and less diversity of programs on reflecting substantial needs for students and parents, insufficient connection between related agency and local community. Based on these results, the study suggested implications for promotion plans of Special Education Support Centers on career & vocational education and continuing education.

중등학교 관리자의 통합교육 경험 및 인식에 나타난 통합교육 정책 개선 요구*

박소영(Park So-young),유장순(Yoo Jang-soon) 한국특수교육교과교육학회 2018 특수교육교과교육연구 Vol.11 No.2

본 연구는 중등학교 관리자의 통합교육 경험 및 인식에 나타난 통합교육 개선 요구를 탐색하고 자 하였다. 연구 참여자는 G도에 근무하고 있는 일반중학교와 고등학교의 관리자 3명과 중·고등 학교에서 특수교사로 근무한 경험이 있는 특수학교 관리자 4명으로 총 7명이다. 연구 방법은 초점 집단 면담(FGI)으로 자료를 수집하고 지속적 비교법으로 분석하였다. 연구결과는 6개의 주제에 19 개의 하위주제가 도출되었다. 중등학교 관리자는 통합교육에 대해 긍정적인 경험과 부정적인 경험 을 하였다. 중등학교 관리자는 통합교육의 성공을 통합학급 담임교사의 의지에 달려 있다고 인식 하고 있었고, 통합교육의 결정권자는 학부모의 권한이며 고등학교에서의 통합교육은 인문계 고등 학교보다 특성화 고등학교에서 효과가 있다고 인식하였다. 현재 실시되고 있는 특수교육 연수에 대해서는 매우 불만족스러워하고 있었으며 획기적인 연수 형태의 변화가 필요하다고 언급하였다. 통합교육을 지원하는데 있어서는 통합학급 교사에게 인센티브를 제공과 특수학급에는 정규교사 배치를 제안하였다. The purpose of this study was to explore the need for improvement of inclusion in secondary school administrators experiences and perceptions of inclusive education. The subjects were 7 administers of the public secondary school and were conducted by questionnaire survey in G-province. The qualitative data were collected by Focus Group Interview (FGI) and analyzed by constant comparative method. The results of the study showed that there were 19 sub-topics. The results of the study are as follows. First, Secondary school administrators have positive and negative experiences with inclusive education. Secondary school administrators perceived the success of inclusive education as dependent on the will of general teacher in inclusive class. The decision maker of the inclusive education was the authority of the parents, and the inclusive education in high school recognized that it was more effective in the specialized vocational high school than the general high school. They were very unsatisfied with the current in-service teacher training of special education and noted that it would require a important change in the type of training. Suggesting that incentives should be provided to general teachers of inclusive class in supporting inclusive education and regular special teachers should be placed in special classes.