UNDERREPRESENTATION OF ASIAN-AMERICAN STUDENTS IN SPECIAL EDUCATION: THE IMPACT OF SOCIOECOMONIC STATUS

( Christina H. Kimm ) 대구대학교 한국특수교육문제연구소 2016 Asia-Pacific Journal of Intellectual Disabilities Vol.3 No.1

Research has shown that Asian-American students, as a single group, have a low rate of enrollment in special education when compared to other ethnic groups. This study indicated that about three times more students from lower socioeconomic status Asian families are in special education than those from higher socioeconomic status Asian families.

Success stories and issues in transition services for youths with intellectual disabilities in the United State of America

Christina H. Kimm,Cailine Kim,SungPhil Yoon 한국발달장애학회 2018 발달장애연구 Vol.22 No.3

지적장애학생들의 학교교육에서 취업으로의 성공적인 전환은 수년간 특수교육과 재활상담분야의 주 관심사가 되어왔다. 지적장애학생들은 학교를 졸업하고 취업을 하는 과정에서 현저히 저조한 결과를 내었고 그 주요원인으로는 현실성이 결여된 특수교육과 전환교육의 실천, 장애학생의 선호도를 고려하지 않은 목표설정, 비효과적인 훈련과정, 그리고 교사와 부모와 지역사회와의 협력체계의 부적절성들을 들 수 있다. 이러한 문제점들은 관심분야가 제한되어있고 자기주장능력이 부족한 지적장애학생들에게는 더욱 두드러진다. 이 논문에서는 미국에서의 전환교육 실천방법과 성공사례를 제시하고 지적장애 학생들이 성공적인 전환교육을 받을 수 있는 주요 요인들을 살펴보는 것이다. The successful outcomes of transition from school to employment has been the critical issues and concerns in Special Education and Rehabilitation Counseling in the U.S. Youths with intellectual disabilities achieve limited outcomes as they leave school and try to access employment. Some of the essential factors associated with t ese limitations are impractical special education and transition services, goal setting without individual preference consideration, inefficient preparation of youths with disabilities, and insufficient collaboration among professionals, parents, business, and community leaders. These problems can be anticipated to be enormous in case of youths with intellectual disabilities who have limited interest and self-advocacy skills. In this paper, the practice of transition services and success stories in the U.S. will be introduced and the key elements how to assist youths with intellectual disabilities to achieve successful transition from school to employment will be discussed.

Demographic of Asian-American Students in Transition Program

( Christina H. Kimm ) 대구대학교 한국특수교육문제연구소 2015 Asia-Pacific Journal of Intellectual Disabilities Vol.2 No.1

The demographic of students with disabilities who are in transition from school to work has been investigated in California. Particularly, the characteristics of Asian- American students in transition services are analyzed in comparison to students from other ethnic backgrounds. This investigation reviewed the data from the Workability I program which is provided by California Department of Education that provides a paid work experience to high school age students with disabilities.

Familiarity with and Knowledge of Disability and Employment Practices

Kimm, Christina H. 국립특수교육원 1998 특수교육연구 Vol.5 No.-

이 연구는 장애인 고용에 대해 LA지역의 소기업주들이 가지고 있는 태도를 조사하였다. 이 연구에 참여한 기업주는 약 600여명이며, LA에 있는 기업체 중에 무작위로 선정하여 조사자가 직접 방문하여 설문지를 중심으로 인터뷰를 하였다. 기업주가 장애인을 이해하고 긍정적인 태도를 가질 수 있다고 사려되는 독립변인을 알아보기 위한 설문은 기업주들이 가지고 있는 장애인 고용에 관한 법 제도의 이해 정도, 장애인을 가족이나 친구나 종업원으로 가까이 접할 수 있는 기회의 정도, 기업체의 크기 등이었다. 장애인을 보는 태도를 묻는 종속변인의 설문은 장애인의 내적 능력과 외적 환경으로 나누어 질문하였다. 연구의 결과를 요약하면 다음과 같다. 첫째, 고용을 통해 장애인을 접한 경험을 가졌을 때 장애인에 대해 가장 긍정적인 태도를 보였다. 둘째, 법 제도적으로 인정된 장애인의 권리를 이해하고 있는 기업주일수록 장애인을 고용하는 것에 대해 긍정적인 태도를 가지고 있었다. 셋째, 대기업을 경영하는 기업주일수록 중소기업의 기업주보다 법 제도적인 장애인의 권리와 장애인을 고용하는 기업이 얻는 정부혜택에 관해 많이 알고 있었으며, 그로인해 장애인을 고용하는 것을 보다 적극적인 자세로 수용하고 있었다.

The study investigating the impact of the simple technology on the sentence writing skill of college students with Learning Disabilities

Christina H. Kimm,Elisha Shapiro KOREA INSTITUTE FOR SPECIAL EDUCATION 2005 The Asia-Pacific Journal of Inclusive Education Vol.2 No.-

More of people with disabilities are deciding to go to college to improve their employability and pursue personal development (Hock & Deshler, 1993; Levine & Nourse, 1998). Almost 200,000 students identified with LD attended public colleges in the United Sate of America in 1998 (National Center For Educational Statistics, 1999). The increasing number of students with LD presents a growing challenge for colleges. one of the most serious problems for students with LD when they get to college is difficulty in writing college level essays. This study investigated the impact of the Sentence Display Macro (SDM) on the sentence writing skill of college students with LD. The SDM is a simple computer application that breaks paragraphs into individual sentences for the editing process and puts them back into paragraph form when editing is complete. The results suggested that students who used SDM made significantly more improvement on editing skills thant the control group despite of the small size of the sample. The results of this study indicate further study with a larger sample would be valuable.

SELF-DETERMINATION: REVIEW ON DEFINITION AND MEASUREMENT

( Christina H. Kimm ),( Kanit Pamanee ),( Bara Lee ),( Sungphil Yoon ),( Jiyeon Lee ) 대구대학교 한국특수교육문제연구소 2015 Asia-Pacific Journal of Intellectual Disabilities Vol.2 No.2

The self-determination has been one of the major topics of special education professionals concurring with its importance for the education outcomes of students with disabilities. However, it is not operationalized in one measureable concept yet. Rather, the term “self-determination” is representing many other concepts and recognized interchangeably with advocacy, efficiency, leadership, decision making, problem solving skills, and so on. The purpose of this paper is to review the concept of “self-determination” how it has been used in the literature and to introduce some of the instruments that are available in the field.

지적 장애를 가진 학생들을 위한 스트레스 지각 측정 의 타당성 에 대한예비 연구 (SPM)

김효선 ( Christina H Kimm ) 한국특수교육문제연구소 2015 특수교육저널 : 이론과 실천 Vol.16 No.2

지적장애학생의 사회성과 문제행동은 부모와 전문인들의 지대한 관심사가 되어있다. 장애학생의 부적절한 행동의 원인으로는 그들이 받고 있는 스트레스와 연계성이 부각되고 있다. 스트레스의 변인으로는 자신들에게 주어지는 기대감과 매일 주어지는 과제의 부담감, 문제해결방법을 할 수 없다는 부족함들을 들 수 있다. 그러나 부모와 전문가들은 스트레스를 야기시키는 변인들에 대한 정보와 이해가 부족하며 지적장애 학생의 스트레스 정도를 재는 도구가 제대로 개발되어 있지 않다. 이 예비연구에서는 지적장애학생의 스트레스를 측정하는데 저자가 개발한 “스트레스 인지검사 (Stress Perception Measure)” 타당도와 신뢰도를 알아보았다. 이 예비연구는 크론바흐알파계수 (Cronbach Alpha)가 .81로 SPM의 항목간 신뢰성이 높은 결과를 보였다. 또한 적응행동과 스트레스정도간의 유의한 상관결과를 얻음으로서 SPM이 지적장애학생의 스트레스를 재는 척도로 유용하다는 잠정적인 결론을 얻었다. Social skill is one of the greatest concerns of special education professionals and parents of students with intellectual disabilities (ID). One of the causes associated with inappropriate behaviors may be the stress experienced by these students. Some of the possible causes of the stress are the pressure of expectations, the challenge of imposed daily tasks, and feelings of inadequacy when they are unable to handle the tasks. Both professionals and parents have a limited understanding regarding the causes of this stress. Moreover, few instruments are currently available that can measure the level of stress that students with ID experience. This pilot study tested a feasibility of the newly developed Stress Perception Measure (SPM) on students with ID. The Cronbach’s Alpha on items in the SPM was .81 indicating SPM had good internal consistency. The results also found the significant correlation between the stress scores measured by the SPM and the adapted behavior. It tentatively demonstrated good feasibility of the SPM in investigating the level and the sources of the stress of students with ID.

Lexical and Goal Inference Making in a Cooperative Story Mapping for Students with Autism Spectrum Disorders and their Peers

Jemma H. Kim,Christina H. kimm 한국행동분석학회 2017 행동분석․지원연구 Vol.4 No.1

Three elementary school students with autism spectrum disorders (ASDs) and their peers in cooperative learning groups participated in lexical and goal inference making in a cooperative story mapping intervention. A multiple-baseline design across participants was implemented to assess the intervention effect on reading comprehension skills of students with ASDs. Generalization of learned skills and social validity of the participants were also examined. Students with ASDs as well as peers increased their reading comprehension scores, especially on inferential questions. This study contributes to the existing literature on effective reading instruction strategies for students with ASDs in an inclusive educational setting.

Evidence-based Peer Modeling Practices for Children with Autism Spectrum Disorders: A Meta-analysis of Single-Subject Design Research

Jemma H. Kim,Christina H. kimm 한국발달장애학회 2015 발달장애연구 Vol.19 No.2

The purpose of this meta-analysis was to identify the impact of evidence-based peer modeling practices for children with ASD spectrum disorders (ASD) under Bandura's social learning theory framework. Effectiveness of peer modeling practices related to attention, retention, production, and motivation components of the observational learning process of children with ASD were measured and compared by computing the percentage of nonoverlapping data points (PND) and Cohen's d effect sizes from single-subject design research that have met inclusion criteria. This meta-analysis examined if peer-modeling practices for children with ASD were effective in general and also investigated when peer modeling practices worked the best for children with ASD.

Impacts of Peer-mediated Inference Making Activities on Behaviors Changes of Students with Autism Spectrum Disorders : Contingent Responses, Verbal Initiations, and Inappropriate Behaviors

Kim, Jemma H.,Kimm, Christina H. 이화여자대학교 특수교육연구소 2015 특수교육 Vol.14 No.2

본 연구는 조직적인 또래 상호활동과 상호의존적 집단강화를 통한 또래중재 추론학습과정이 자폐아동의 책임반응, 언어 주도력, 부적절한 행동에 미치는 영향을 알아보고자 하였다. 한 명의 자폐아동과 두 명의 비장애 또래아동을 한 팀으로 구성하여, 50분 동안의 또래중재 추론학습을 주 2회로 총 12주 동안 실시하였다. 세 명의 자폐아동을 대상으로 대상자간 중다기초선설계방법을 사용하였고, 또래중재 추론학습법의 타당도 검사를 실시하였다. 실험결과, 세명의 자폐아동이 모두 또래중재 추론학습과정에서 부수적인 목표행동에 긍정적 변화를 보였으며, 비장애아동을 포함한 모든 대상아동들이 읽기에 대한 보다 높은 자기평가를 하였다. 이 연구를 통해 독해력을 향상시키기 위한 교육방법인 또래중재 추론학습법이 통합교육 환경에서 자폐아동들의 긍정적인 행동을 향상시킬 수 있다는 잠정적인 결과를 얻었다. Through structured peer interactions and interdependent group contingency, students with Autism Spectrum Disorder (ASD) were expected to increase the quantity of their appropriate behaviors during peer-mediated inference making learning activities. Three groups of one student with ASD and two peers each participated in 50 minutes twice sessions a week for 12 weeks. The multiple-baseline single subject design across three students with ASD was implemented to assess the effects of peer-mediated inference making activities on their contingent responses, verbal initiations, and inappropriate behaviors. This study also evaluated social validity by examining the participants’ self-evaluation in reading. Three elementary school students with ASD demonstrated collateral gains in behavior changes during peer-mediated inference making activities. All the participants reported promoted self-evaluation in reading. Findings from this study suggest that peer-mediated inference making learning activity is a useful reading comprehension instructional strategy to promote appropriate behaviors of students with ASD in inclusive educational settings.