장애유아 아버지와 비장애 유아 아버지의 행복에 대한 인식

김은라 ( Eunra Kim ),박재국 ( Jaekook Park ) 한국특수아동학회 2015 특수아동교육연구 Vol.17 No.2

The purpose of this study was to investigate the level of perception on happiness of fathers of young children with and without disabilities. To this end, 226 subjects who were fathers of young children aged 1-8 were asked to complete the questionnaire. The results were as follows. First, the level of recognition on happiness of fathers of young children with disabilities was on the average. As well the level of perception on happiness of fathers of young children without disabilities was more or less higher than the average. Also, there were significant differences between the level of happiness of fathers of young children with disabilities and without disabilities. Second, there were statistically significant differences according to sociodemographic variables of fathers of young children with disabilities such as scholarship and income level. As well, there were significant differences according to sociodemographic variables of fathers of young children without disabilities such as scholarship, income level, group activity, and child’s age. Based on these results, it could be concluded that it needs to develop various educational programs and offer welfare supports to facilitate the level of happiness of fathers of young children with disabilities.

글로벌 연수 프로그램에 대한 인식 및 개선방안 : 개도국 연수생의 요구를 중심으로

김상미(Kim, Sangmi),조원겸(Cho, Wongyeum),김은라(Kim, Eunra) 글로벌교육연구학회 2021 글로벌교육연구 Vol.13 No.1

본 연구의 목적은 우리나라 국제개발협력에서 다양한 주체에 의해 범 분야에서 시행되고 있는글로벌 연수 프로그램의 시행 확대와 변화 요구에 주목하여 학습자, 즉 개도국 연수생들의 요구를바탕으로 연수 설계, 교육과정 개발 및 운영에 관한 개선방안을 제시하는 것이다. 이를 위해본 연구에서는 정부 추천 우리나라 국제 초청 연수 참여 경험이 있는 21개국 50명의 개도국공무원·연구자들을 대상으로 설문조사를 실시하였고, 그 결과는 다음과 같다. 연수 프로그램설계 단계에서 응답자들은 학습자 대상 사전 요구 분석의 중요성을 가장 강조하였고, 연수 참여목표와 중장기 기대 성과에서는 개인 차원에서의 지식·기술 습득과 기관·조직 차원에서 역량강화가 높은 비율을 차지하였다. 조사 참여자들은 연수 프로그램 사전 교육단계에서 연수 목표와프로그램에 관한 명확한 이해가 가장 중요한 핵심 요소라고 인식하고 있었으며, 학습 유형과과업 수행 방식에서는 팀 기반 문제 중심 학습을 통한 실질적인 해결방안 도출에 관한 선호도가가장 높게 나타났다. 사후 교육에서는 멘토 및 연수생들과의 지속적인 교류와 성과 공유에 대해중요하게 강조하였고, 이를 위한 온라인 지원 시스템 등의 지원 도구 필요성을 제시하였다. 상기결과를 바탕으로 본 연구에서는 역량 개발을 위한 글로벌 연수 프로그램의 목적에 기반하여 국제이동성의 축소와 비대면 형식의 새로운 국제교육·훈련 모델 개발에서 고려해야 할 글로벌 연수의 향후 방향에 관해 제언하였다. The purpose of this study is to explore more systematic design, development and operation ways of international training program based on the need analysis targeting global training program participants in developing countries. To this end, this study conducted a survey of 50 experts from 21 countries who have participated in overseas invitation training in Korea, and the results were as follows. In the training program design stage, respondents greatly emphasized the importance of prior demand analysis for learners. With regard to the goal of participating in training, knowledge and technology acquisition were answered most at the individual level and capacity enhancement at the institution and organization level showed a high response rate. During pre-training phase in the training program, the clear understanding of goals and objectives of training programs appeared to be an important key factor, while in the learning type and task performance method, the preference for eliciting practical solutions through team-based problem-based learning was the highest. In post-training, there was a high demand for continuous exchanges and performance sharing with mentors and trainees, and the need for support tools for online support systems was emphasized. Finally, based on the above results, this study suggested the future directions of international training to be considered in the era of reducing international mobility and demanding new international education and training models in a non-face-to-face format.

IPA 분석을 활용한 초등학교 교사의 과정중심평가 지원 요소 탐색

김은주 ( Kim¸ Eunju ),김은라 ( Kim¸ Eunra ) 한국초등교육학회 2021 초등교육연구 Vol.34 No.1

The purpose of this study was to examine the importance and performance degree of process-based assessment recognized by elementary school teachers through the IPA technique to explore the factors that should be first supported for the execution of process-based evaluation and to establish support strategies for each evaluation process. To this end, 188 elementarcy school teachers were asked to complete a questionnaire. The results were as follows. First, as a result of examining the level of perception of elementary school teachers on the importance and perception on the process-based evaluation, the level of ‘feedback and result recording for process-based evaluation' was high. Second, as a result of examining each variable of elementary school teachers, differences between groups were identified according to age, educational experience, training experience. Third, as a result of conducting the IPA matrix analysis, in the first quadrant where items that need to be supported continuously due to their high importance and performance are distributed, the areas of ‘execution and scoring of process-oriented assessment' and‘recording of feedback and results of process-based assessment' were distributed. However, the areas requiring intensive support due to their high importance but low level of performance were‘development of process-oriented assessment tasks', and areas with low importance and performance were‘development of process-oriented assessment scoring criteria'. Based on the results, strategies to establish support for each assessment process such as the development of textbook that can evaluate the learner's process, development and execution of evaluation criteria focused on ensuring the objectivity and fairness of the process-based evaluation, development of various evaluation terms that can reveal the process-based evaluation, and the execution of training courses for process-based assessment were proposed.

특수교사의 교사효능감과 일-삶 균형이 교사-학생 간 상호작용에 미치는 영향

장지현 ( Jang¸ Jihyun ),박재국 ( Park¸ Jaekook ),김은라 ( Kim¸ Eunra ) 대구대학교 한국특수교육문제연구소 2021 특수교육저널 : 이론과 실천 Vol.22 No.3

[Purpose] The purpose of this study was to explore the effects of special education teacher's sense of efficacy, Work-Life Balance on Teacher-Student Interaction and to provide the basic data necessary to present the future direction of program development to improve teacher’s sense of efficacy, Work-Life Balance, Teacher-Student Interaction. [Method] 251 special education teachers completed questionnaires. [Results] First, the level of special education teacher’s sense of efficacy is positive. Second, the level of Work-Life Balance of special education teacher is normal. Third, the level of Teacher-Student Interaction is positive. Fourth, among the variables influencing the Teacher-Student Interaction of special education teachers, general teaching efficacy and personal teaching efficacy, which are sub-factors of teacher efficacy, were found to have a significant positive effect. [Conclusion] Based on the results, we will use it as basic data to develop programs to improve the teacher efficacy, work-life balance, and level of teacher-student interaction of special teachers. Also it can be used as evidence when planning a counseling program for people having difficulties in teacher-student interaction.

장애아동 어머니의 부모역량 연구

박재국(Park, Jaekook),서보순(Seo, Bosoon),김은라(Kim, Eunra) 이화여자대학교 특수교육연구소 2013 특수교육 Vol.12 No.3

본 연구의 목적은 장애아동 어머니들이 인식하는 부모의 역량요소를 구인하고, 역량에 대한 어머니들의 인식 경향을 살피며, 이에 영향을 주는 사회인구학적 변인을 탐색하는 것이었다. 이를 위해 43개 역량요소에 대한 지식, 기술, 태도를 평정하도록 구성된 어머니용 부모역량 질문지를 B시의 장애아동 어머니들에게 의뢰하여 분석하였다. 그 결과 첫째, 장애아동 부모의 역량요소는 ‘사회적 역량’, ‘자기체계 역량’, ‘양육기반 역량’, ‘양육수행 역량’으로 구인되었다. 둘째, 장애아동 어머니들의 부모역량에 대한 인식은 다소 긍정적인 경향을 나타내었는데, 4가지의 역량요소 중 사회적 역량을 더 많이 보유하고 있다고 여기고 있었고, 지식과 태도보다 기술의 습득정도를 더 낮게 인식하고 있었다. 셋째, 장애아동 어머니들의 부모역량에 대한 인식에는 어머니의 학력과 연령이 영향을 주는 변인으로 나타났으며, 직업 유무나 소득수준의 영향은 미미하였다. 이러한 연구결과는 장애아동 부모가 자녀를 양육하며 주도적인 삶을 살기 위한 역량의 요소들을 찾아내고, 어머니들의 역량 수준에 대한 인식을 구체적으로 살펴 이들에 대한 이해를 넓히며, 장애아동 부모들을 지원하기 위한 구체적인 방안을 모색하는 계기를 제공하였다. The purpose of this study was to construct parental competence perceived by mothers of children with disabilities, explore the tendency of perception on their own competence, and identify variables affecting the perception. To these ends, mothers of children with disabilities were asked to rate the questionnaire composed of 43 competences elements, each was formed by 3 levels, such as knowledge, skill and attitude. The results are as follows. First, competences were constructed by 4 domains like ‘social competence’, ‘self-system competence’, ‘development support competence’ and ‘parenting implement competence’. Second, almost mothers perceived on competence positively, and, in particular, thought they have more social competences than the others. In addition, they perceived they possess less skills than knowledge and attitude of competences. Finally, there were statistically significant differences in following variables such as mother’s educational level and age, but mother’s job or income level affected little. Based on these results, it will be possible to identify competence elements which help mothers of children with disabilities live self-directed life, raise the understanding level on competence, and offer the specific supports.

자폐스펙트럼장애 조기 선별을 위한 행동발달지표 개발 기초 연구

최진혁(Choi, Jinhyeok),박재국(Park Jae Kook),김은라(Kim Eunra),김대용(Kim, Daeyong) 한국자폐학회 2021 자폐성 장애연구 Vol.21 No.1

본 연구는 ASD 조기 선별을 위한 행동발달지표를 개발하고, 개발된 지표의 내용 타당도, 연령 적합성, 관찰 가능성, 중재 가능성, 구조화 가능성 등을 확인하는 것에 목적이 있다. 이를 위해, 본 연구에서는 선행 연구, ASD 선별 및 진단 도구 등을 문헌 분석하였고, 포커스 그룹 인터뷰, 전문가 협의회를 실시하여 행동발달지표의 초안을 구안하였다. 다음으로, 델파이 조사 및 전문가 협의회를 실시하여 행동발달지표의 초안에 대한 내용 타당성, 중재 가능성, 연령 적합성, 구조화 가능성 등에 대한 의견을 수렴하였으며, 이를 토대로 행동발달지표를 확정하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 최종 구안된 ASD 조기 선별을 위한 행동발달지표는 3개의 대영역, 14개의 소영역, 40개의 문항으로 구성되었다. 둘째, 대영역인 사회적 의사소통은 호명반응, 눈 맞춤, 공동관심, 모방, 얼굴표정, 요구하기, 또래 및 기타 상호작용으로 구성되었다. 셋째, 대영역인 감각 반응은 시각, 청각, 촉각으로 구성되었다. 넷째, 대영역인 제한되고 반복된 관심 또는 상동증적 행동은 음성상동행동 및 반향어, 신체 상동행동, 사물을 이용한 상동행동, 제한된 관심․집착․강박으로 구성되었다. 이러한 본 연구의 결과를 토대로 향후 특수교육 및 의료 현장에서 ASD를 조기 선별하는 것의 중요성과 조기 선별의 결과를 실질적인 중재로 연계하는 것의 중요성을 강조하였고, 4차 산업혁명 시대를 고려한 AI 기술 등과 융합한조기 선별 도구의 필요성을 제안하였다. This study aimed primarily to develop and identify the validity of the developmental psychological behavioral development indicators for early screening of Autism Spectrum Disorders (ASD). For this purpose, we (a) analyzed prior ASD-related research and ASD screeningdiagnostic instruments, (b) carried out focus group interviews, (c) conducted expert consultations to draft the behavior development indicators, and finally (d) administered a Delphi survey to collect opinions on the content validity, interventional applicability, age suitability, structural possibility, etc. of the draft behavior development indicators. Through these four major procedures, we finalized the behavior development indicators to identify ASD infants in the early childhood period. The main findings of this study are as follows: First, the Developmental Psychological Behavioral Indicators for early screening of ASD consisted of three primary areas (i.e., social communication, sensory responses, repetitive and restricted interests, and behaviors), 14 sub-areas, and 40 questions. Second, the social communication consisted of response to name calling, eye contact, joint attention, gross motor imitation, response to facial expression, demand, peer, and other interactions. Third, sensory responses consisted of the responses to the visual, auditory, and tactile stimuli. Fourth, Repetitive and Restricted interests and Behaviors (RRB’s) consisted of vocal/physical stereotypes, echolalia, stereotyped behaviors using objects, and limited attention, obsession, and coercion. Based on the results of this study, we highlighted (a) the importance of early screening, (b) linkage between ASD early screening and practical interventions in future special education and medical sites, and (c) the possibilities of early screening tools that converge with AI(artificial intelligence) technologies.