국내 발달장애 유아 진단·평가의 문제점 및 과제

조광순(Kwang-Sun Cho Blair) 한국언어치료학회 2005 言語治療硏究 Vol.14 No.1

장애아동 조기발견 및 서비스 체제의 개선 방안

조광순 ( Kwang-sun Cho Blair ) 한국유아특수교육학회 2004 유아특수교육연구 Vol.4 No.2

Identifying young children with special needs as early as possible through systematic and comprehensive procedures is important for early intervention and early childhood special education services. Expanding services to young children with various needs, and coordinating or integrating related services are emphasized in order to prevent disabilities and facilitate child development. In South Korea, there has been concerns among professionals that less than 10% of young children with disabilities receive free public early childhood special education services due to limited early identification system and lack of policy development in improving services for young children with disabilities and their families. The purpose of this research is to suggest the future direction of early identification of young children with special needs and early childhood special education services in South Korea. In this research, research articles and government reports on early identification and intervention related laws, policies, and procedures for young children with disabilities in Korea as well as model policies and procedures in other countries are reviewed. It was found that. there are several issues with current policies and practices for early identification of young children with special needs and services for them in South Korea. Limited periodic screening programs and early intervention services are available. Environmentally at-risk children who may demonstrate developmental delays are excluded from the monitoring program under the Maternal and Child Law. There is also no specific regulation on child find or early identification and service integration. Based on the current issues with regard to services for young children with special needs, the following areas for policy development are suggested: a) a referral system to identify young children with disabilities; b) definitions and criteria for including a child in the tracking system and early intervention services; c) system to register, track, and manage identified infants and young; d) a case manager or service coordinator model, and e) collaborative interagency committee model which would be responsible for coordinating various services including public awareness and child find activities. To provide comprehensive and coordinated services to young children with special needs and their families, a coordinated tracking system is needed to ensure that they receive continuous and appropriate services to improve health and developmental outcome. To facilitate organizing of the interagency committee, it is suggested that an integrated tracking database management system be developed through interagency collaboration.

영아용 발달진단도구 개발을 위한 타당화

조광순 ( Kwang Sun Cho Blair ),전병운 ( Byung Un Jeon ),유재연 ( Jae Yeon Yoo ),이준석 ( Joonsuk Yi ) 대구대학교 한국특수교육문제연구소 2003 특수교육저널 : 이론과 실천 Vol.4 No.4

The purpose of this research was to conduct psychometric analysis of a diagnostic assessment instrument, being developed to identify overall levels of developmental delay and characteristics of infants and toddlers. First, the process of test item development and the result of content validity are described. Second, results from a sample of 296 children between the ages of 0 and 35 months are presented. Explorations of within-scale relationships yielded evidence of content validity as well as construct validity. The results of test-retest reliability and standard error of measurement demonstrates strong stability. The primary limitation of this study is that infants and toddlers with disabilities are not included in the sample, and the generalization of the results to this population is limited. It is suggested that infants and toddlers with disabilities be included in the future study to develop more valid test items and procedures.

유아교사와 유아특수교사의 통합교육 만족도 및 만족도에 미치는 요인

조광순 ( Blair Kwang Sun Cho ),엄순자 ( Sun Ja Um ) 대구대학교 한국특수교육문제연구소 2002 특수교육저널 : 이론과 실천 Vol.3 No.1

The purpose of this study was to examine the degrees of satisfaction on inclusion among early childhood education and early childhood special education teachers and the variables affecting their satisfaction with inclusive education. A survey approach was employed for this research. The survey involved 202 early childhood and early childhood special education teachers in kindergartens of special schools, special schools for preschoolers, special kindergarten classes, and early intervention agencies across the nation, except Cheju-do. t, F, and multiple regression analysis were used for data analysis. The results were as follows: First, the levels of satisfaction with inclusion among the participating teachers were found to be relatively low. Many of the early childhood education teachers demonstrated low satisfaction on their inclusion practices compared to the early childhood special education teachers. However, the differences between the two groups were found not to be statistically significant. Second, it was found that there were no differences between early childhood education and early childhood special education teachers in the levels of satisfaction on their inclusion practices according to their previous experience with children with disabilities, teaching certificates, and types of inclusion. Third, it was found that the levels of awareness on inclusion among the teachers were relatively high. The early childhood special education teachers demonstrated higher awareness. It was also found that the teachers demonstrated moderate levels of qualification on early childhood special education practices, but there were no differences between the two groups. Support for their inclusive practices and collaboration were found to be moderate. The early childhood special education teachers demonstrated higher levels of collaboration than regular early childhood educators. Fourth, it was found that variables of awareness of inclusion, qualification for early childhood special education practices, support for inclusion, and collaboration made significant contributions to the levels of satisfaction on inclusion. The collaboration was found to be the most contributing variable.

유아교육 및 유아특수교육 추천실제의 중요도에 대한 유치원 교사의 인식

조광순 ( Kim Kyoung-nam ),김경남 ( Blair Kwang-sun Cho ) 한국유아특수교육학회 2002 유아특수교육연구 Vol.2 No.2

The purpose of study was to determine perceptions on the importance of practices of early childhood education (ECE) and early childhood special education (ECSE) among early childhood educators and early childhood special educators. This study randomly sampled 230 ECE teachers and 100 ECSE teachers. A survey questionnaire using 5-point Likert rating scale was development for this study. Half of the sample (115 ECE teachers and 50 ECSE teachers) were asked to complete the survey by rating each item on its degree of importance when working with young children with disabilities. The other half of the sample used the same instrument and procedures to rate the items in relation to working with young children without disabilities. Data were analyzed through a Split-Plot Factorial Analysis of Variance with two-between group factors and one within-group factor. The results of the study were as follows: First, it was found that both ECE teachers and ECSE teachers considered that important practices drawn from both fields were important. Differences in the perceptions concerning the childs’ characteristics were not demonstrated between the groups. Second,It was found that ECE recommended practices received higher ratings than ECSE recommended practices. However, there were greater differences between the ratings of ECE recommended practices for children with disabilities than practices for children without disabilities. The results of this study indicates that similarities exist between the groups regarding their perceptions of the importance of practices. The importance of ECE practices suggests that ECSE professionals need to have a foundation in early childhood curriculum and the implementation of developmentally appropriate practices. It also suggests that ECE professionals need to possess the abilities to adapt early childhood curricula to meet the unique needs of young children with disabilities.

또래-주도 놀이가 특수유아의 사회적 상호작용과 놀이행동에 미치는 효과

황지영 ( Hwang Jee Yeong ),조광순 ( Blair Kwang-sun Cho ) 한국유아특수교육학회 2001 유아특수교육연구 Vol.1 No.1

The purpose of this study was to investigate the effects of peer- directed play on the social interaction and play behavior of four young children with special needs in an inclusive classroom. Before the interventions, training courses were provided to peers for a period of two months on important components of peer-directed play: peer modeling, tutoring, and monitoring. The interventions of peer-directed play activities were provided to children during free choice play activities for a period of sixteen weeks. The participating children were observed before, during, and one month after the interventions for social interaction and play behaviors. The peer-directed play were found to increase social interactions and play behaviors among the children. The improved social interactions and play behaviors were found to be maintained during the follow-up period. The participating children demonstrated higher frequencies of parallel and cooperative play during and after the intervention periods than before the intervention. The effects of peer-directed play were generalized to different situations where the interventions were not provided.

통합학급 청각장애유아의 의사소통행동 향상을 위한 컴퓨터 활동 중심 상호작용 촉진전략의 효과에 대한 사례연구

여민자(Min-ja Yoe),조광순(Kwang-Sun Cho Blair) 한국언어치료학회 2003 言語治療硏究 Vol.12 No.2

국내 유아특수교육 분야의 실험 사례연구 분석

김하종(Ha-jong Kim),조광순(Kwang-Sun Cho Blair) 한국언어치료학회 2005 言語治療硏究 Vol.14 No.2

선호성 중심의 교육과정 수정·적용이 발달장애유아의 활동참여 및 문제 행동에 미치는 영향

신승미 ( Sung-mi Shin ),조광순 ( Kwang-sun Cho Blair ) 한국유아특수교육학회 2004 유아특수교육연구 Vol.4 No.1

The purpose of this study was to improve engagement and problem behaviors of three young children with developmental disabilities in an inclusive kindergarten program, using curriculum modification approaches based on children's preferences of activities and materials. This study investigated the intervention effects through a multiple probe baseline design across children. The children were observed during group activities, using a 15-second interval recording system. All experimental sessions were observed for 15 minutes. The intervention was implemented for 66 sessions over a period of 18 weeks. During the intervention, approximately 30 activities were selected from the regular curriculum based on preference assessments for each child. Each activity was modified based on each child's preference. The classroom teacher provided the activities during teacher-directed group activities and free play activities. It was found that implementing modified curriculums based on children's preferences of activities and materials during the regular classroom routine resulted in increased activities engagement and decreased problem behaviors by the participating children. The targed behaviors of the children were found to be maintained one month after the intervention and generalized into situations where the intervention was not implemented. It is suggested that any regular kindergarten teacher can use curriculum modification approaches to improve children's behaviors and learning in inclusive environments by facilitating activity engagement among children with disabilities.

발달지체유아를 위한 진단·평가연계 활동중심 프로그램의 개발 방향

김영희(Young-Hee Kim),조광순(Kwang-Sun Cho Blair),전병운(Byung-Un Cheon) 한국언어치료학회 2005 言語治療硏究 Vol.14 No.4